Literary Portrayals of Historically Oppressed Groups

As they read and respond to the texts, students will consider the social ramifications of texts written by authors who exist outside of the social groups portrayed within the literature.

Students will critically analyze the portrayals of mentally ill characters within One Flew Over the Cuckoo’s Nest. Likewise, students will critically analyze the portrayals of American Indians within One Flew Over the Cuckoo’s Next.

The time periods/cultures in which texts were produced. The textual/authorial relationship to those portrayals. The students’ relationships with the text, author and textual portrayals.

This unit will immediately follow an introductory unit on American Indian literatures, so students should be able to engage the material with informed and nuanced perspectives. This preceding unit will also provide many opportunities to assess student prior knowledge about American Indians. During the unit: Students will complete a group research project about a prominent American Indian political figure; Students will give oral presentations of their research; Students will create short plays in which American Indian literary characters interact with real Indian political figures; and, Students will interact with American Indian scholar Debbie Reese via her blog which focuses on Indian portrayals within children’s literature.

Students will be able to develop and support both oral and written arguments concerning the function of social groups within literature. Students will be able to develop and support both oral and written arguments concerning the function of authorial intent within literary criticism. All student arguments will utilize the principles of Aristotelian logic, particularly deductive reasoning. All student arguments will cite scholarly sources. Students will demonstrate understanding of the historical context and reception of the texts. In both class discussions and writings, students will be able to identify political and philosophical assumptions within the texts. Students will demonstrate the ability to work productively within a group. And students will demonstrate the ability to access digital information for scholarly research and academic discussion purposes.

Project-based learning puts students in charge of their education. Students will complete several projects which consist of inter-related activities. For instance, project activities many include interviewing primary sources, rewriting texts for contemporary audiences, and researching literary historical contexts. In project-based learning, teachers facilitate student learning by developing curriculum-framing questions. These questions guide students as they complete their project activities and ensure that, while the learning process is student-centered, students will learn the perennial issues within literary and composition studies.

2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject. 3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students; 3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. 3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor). (Political approach). 3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach).

2.2 Using the writing strategies of grades eleven and twelve outlined in Writing Standard 1.0, students: Write responses to literature: a. Demonstrate a comprehensive understanding of the significant ideas in works or passages, b. Analyze the use of imagery, language, universal themes, and unique aspects of the text, c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works, d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created, e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Essential Question What is the purpose of literature? Unit Questions What is the relationship between social justice and literary narratives? How are race and ethnicity constructed within Ken Kesey’s One Flew Over the Cuckoo’s Nest? How are physical and psychological abilities constructed within One Flew Over the Cuckoo’s Nest? Content Questions Provide examples of MacMurphy as a Christ figure. What is the significance of these examples? What are the central conflicts between MacMurphy and the patients? Why does the Chief pretend to be deaf and mute?

The unit will begin with several formal and informal student assessments. Students will complete K-W-H-L charts, Venn diagrams and directed freewrites in order to gauge student prior knowledge. Also before the unit begins, students will read and evaluate the rubrics for all unit assignments. After reflecting on the rubrics, students will read and respond in small groups to models of successful student assignments. Listening to these discussions, I will informally assess student understanding of unit requirements. During the unit, students will complete reading journals which I will use to measure reading comprehension and analytical thinking skills. Students will also complete a few graded and ungraded drafts of a central writing assignment. I will also rely upon graded and ungraded unannounced quizzes to assess reading comprehension. Finally, students will be required to have short individual conferences with me. After the unit, students will be assessed via reflective essays, final central essay drafts, final portfolios, oral presentations, blog discussions and K-W- H-L charts.

Before Unit (Formative Assessment) K-W-H-L Charts Freewrites Venn Diagram In-Class Discussion During Unit (Formative Assessment) Individual Conferences Non-Graded and Graded Essay Drafts Informal Small Group Observations Directed Freewrites about Readings Peer Responses After Unit (Cumulative Assessment) Final Essay Draft Final Portfolio Oral Presentation K-W-H-L Charts Reflective Essay

As the unit begins, and before they begin reading, students will complete initial assessments. These activities: Assess student subject matter prior knowledge. Are constructed using the unit curriculum-framing questions. Model how the unit will target higher-order thinking and 21 st century skills. Will provide invaluable information about student needs that I can use to tailor lessons to individual students and classes.

In the K-W-H-L Charts and the Venn diagram embedded below, I will be able to assess students, particularly in terms of their prior knowledge and their abilities to critically analyze the issues covered within the unit. Indian K-W-H-L Mental Illness K-W-H-L Literature/Society VennIndian K-W-H-L Mental Illness K-W-H-L Literature/Society Venn

Continuing assessment before, during and after units allows for flexible lesson plans that most effectively facilitate learning for individual students and classes. For more information about the value of assessments and assessment strategies, please visit: University of Oregon, “Teaching Effectiveness Program” University of Sciences in Philadelphia, “Teaching Tips: Student Assessment / Cheating” University of Sciences in Philadelphia, “Teaching Tips: Student Assessment / Cheating” The National Teaching and Learning Forum, “Classroom Assessment Techniques” The National Teaching and Learning Forum, “Classroom Assessment Techniques” Carnegie Mellon University, “Whys and Hows of Assessment” Carnegie Mellon University, “Whys and Hows of Assessment”