Unit Summary for Literary Apocalypse
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The document discusses a summative assessment for a curriculum centered around encouraging appreciation of different cultural perspectives. The assessment involves evaluating two solutions presented in texts to address a societal need or problem in order to promote harmony. Students would take on the role of Minister of Culture tasked with convincing society which solution is most viable based on understanding of the texts and use of relevant terminology. Success criteria include a perceptive understanding of texts with illustrative detail and sophisticated use of terminology.
Unit Summary for Literary Apocalypse
- 1. Literary Apocalypse and the Distortion of th Future Aloha Lavina EDD 8112 Assessment Centered Curriculum Design Dr. Gabriela Mendez Summer 2012 Standard 5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning.
- 2. • Overarching Understandings: • How and why do we create? What are the consequences? • How does perspective alter an idea? • Topical Understandings: • What makes a solution systematic? • How do ethics influence solutions? • How does plot content parallel the creation of the narrative arc from lack to resolution? • How are perspectives influenced by the ways of knowing?
- 3. SUMMATIVE ASSESSMENT • Goal: evaluate the solutions to a need or problem in order to create harmony and balance in society. Your task is to evaluate two solutions from the texts you have read and compare their potential effectiveness in your society. • Role: Minister of Culture. You are in charge of evaluating new ideas to assess if the ideas are viable in your society and if these ideas will address a need or problem and promote harmony and balance. • Audience: society. You will convince people that one idea or the other will be able to address a need or problem in society and promote harmony and balance. • Product: a proposal to implement a solution to the need or problem. • Success Criteria: – The contentdemonstrates a perceptive understanding of the texts, especially having illustrative detail, development and support. Shows a sophisticated command of relevant terminology and use these appropriately. – The organization employs structures and language specific conventions that serve the context and intention of writing. The work is consistently well-organized, clear and coherent and the ideas expressed build upon each other logically. – Thelanguage employs a wide and effective range of vocabulary, idiom and sentence structure. Grammar and syntax are accurate. Your register and style serves the context and intention of the proposal. Punctuation and spelling are accurate with very infrequent errors which do not hinder communication.
- 4. H Activity H Activity: Establishing context and concept formation • Begin with the question, “How and why do humans create solutions?” and use the video “Human ingenuity” to stimulate thought and activate prior learning. List ideas on a chart and park for future use. Video at : http://youtu.be/EEE4EESdfAs
- 5. Reflection Activity for Goal Setting THE DESIGN CYCLE: • Task Definition: • What do we need to do? • What kind of information is needed? • What is the format? • Information seeking strategies • Brainstorm sources and select the best materials. • Locate and access: • What’s available in all media types? • Use of information: • Do we need to listen, read, view, touch, etc the media? • Should we take notes, copy, use a camera, test, etc? • Synthesis: • How should we organize information from multiple sources? • Who is our audience? • Which type of presentation is best? (Posters, maps, graphs, video, demonstrations?) • What are the stylistic features of this design and how do we create them? • Evaluation: • Did we meet the requirements? • Could we have improved it? • Did we obey copyright laws? • Was the process efficient and effective?
Editor's Notes
- #4: Students will:Identify text organization and structure.Identify main and supporting ideas.Explain similarities and differences of authors’ techniques and literary forms.Identify universal themes prevalent in dystopian literature.