English Language Development

Vignette 7.1. Examining Diverse Perspectives in World Literature

Integrated ELA/Literacy, ELD, and World History in Grade Ten (cont.)

๐ Create an original media piece based on the written literary analysis exploring one

of the themes in depth and creatively using excerpts and/or visuals reflecting images

from the novel itself and from the unit in general (e.g., from the essays, short stories,

talks, and lyrics) (end of unit performance task)

The learning target and cluster of standards for the first lessons in the world literature unit

follow.

Learning Target: Students will explore author’s perspectives and cultural experiences

reflected in a work of world literature and discuss how history can be revised through

writing.

CA CCSS for ELA/Literacy: 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.9–10.2 – Determine a theme or central idea of a text and analyze in detail

its development over the course of the text, including how it emerges and is shaped

and refined by specific details; provide an objective summary of the text; RL.9–10.3 –

Analyze how complex characters develop over the course of a text, interact with other

characters, and advance the plot or develop the theme; RL.9–10.6 – Analyze a particular

point of view or cultural experience reflected in a work of literature from outside the

U.S., drawing on a wide reading of world literature; 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 and shorter time frames for a range of
  tasks, purposes, and audiences; SL.9–10.1a – Come to discussions prepared, having
  read and researched material under study; explicitly draw on that preparation by
  referring to evidence from texts and other research on the topic or issue to stimulate a
  thoughtful, well-reasoned exchange of ideas; L.9–10.3 – Apply knowledge of language
  to understand how language functions in different contexts, to make effective choices
  for meaning or style, and to comprehend more fully when reading or listening.
  CA ELD Standards (Bridging): ELD.PI.9–10.3 – Negotiate with or persuade others
  in conversations in appropriate registers using a variety of learned phrases, indirect
  reported speech, and open responses to express and defend nuanced opinions; ELD.
  PI.9–10.6b – Explain inferences and conclusions drawn from close reading of grade-level
  texts and viewing of multimedia using a variety of verbs and adverbials; ELD.PI.9–10.8


• Explain how a writer’s or speaker’s choice of a variety of different types of phrasing
  or words produces nuances and different effects on the audience; ELD.PI.9–10.11a –
  Justify opinions or persuade others by making connections and distinctions between
  ideas and texts and articulating sufficient, detailed, and relevant textual evidence or
  background knowledge, using appropriate register.
  Related CA History–Social Science Standards:
  10.4 Students analyze patterns of global change in the era of New Imperialism in at
  least two of the following regions or countries: Africa, Southeast Asia, China, India,
  Latin America, and the Philippines. 10.4. 3. Explain imperialism from the perspective of
  the colonizers and the colonized and the varied immediate and long-term responses by
  the people under colonial rule.

Lesson Excerpts

To leverage her students’ background knowledge from their history class and to

contextualize the novel Things Fall Apart, Ms. Alemi displays a map of Africa and draws her

748 | Chapter 7 Grades 9 and 10