WHITTIER UNION HIGH ~CHOOL DISTRICT BOAnD AyPi!uVFO OCI 2 I 1~8r.Whittier, California

September, 1986 id..,al;M~:j' !"~f1'lr' ,f'

COURSE OF STUDY

Course Title: COMPARATIVE LITERATURE - P

Department: ENGLISH

Grade Level: 12

COURSE DESCRIPTION

COMPARATIVE LITERATURE - P

This course emphasizes written and oral comparative analysis of a wide- range of world literature which will serve to develop an understanding of the similarities and differences among world cultures. Universal themes of major authors from classical to contemporary times will provide the basis for reading, composition, and discussion.

Length: One semester

Prerequisites for Enrollment: Successful completion of English 3 - P or teacher recommendation

Recommendation for Enrollment: Honors or college preparatory courses in the freshman, sophomore and junior years

Type of Course: Meets English-related graduation requirements and entrance requirements for Cali fornia baccalaureate losti tutions

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I. COURSE COMPETENCIES

M M

M M M M

M M M M

M M M M

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The Student Will:

A. Acquire Effective Individual and Group Listening Skills

1. Follow oral instructions 2. Identify and summarize main and subordinate ideas developed in lectures, discussions, and oral

readings

B. Develop Oral Language Skills to Ensure Purposeful Communication to a Specific Audience

1. Participate constructively in class discussions 2. Present an opinion supported by readings and personal experience 3. Present oral reports and speeches 4. Present ideas in standard English

C. Develop Research Skills

1. Differentiate between primary and secondary sources 2. Gather information through systematic notetaking 3. Apply acceptable format 4. Narrow a topic

D. Develop Reading Comprehension Skills

1. Separate one's personal opinions from the writer's 2. Vary one's reading speed and methods 3. Use the features of the book and other reference materials 4. Define unfamiliar words by decoding, using contextual clues, or by using a dictionary

E. Develop Written Language Skills to Ensure Purposeful Communication to a Specific Audience

1. Practice using the conventions of standard English, appropriate word choice, and varied sentence structure

2. Formulate a topic statement

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M 3. Develop and support the topic statement M 4. Organize paragraphs in a logical sequence which supports the topic statement M 5. Proofread and revise one's writing

F. Develop an Appreciation of our Literary Heritage and a Familiarity with Literary Works

M l. Read selected works by American authors and realize why they became part of our heritage A 2. Understand how historical events influenced our literature D 3. Understand how the author's life can influence literature A 4. Compare/contrast literary works M 5. Utilize literary terms in analyzing and evaluating literature M 6. Relate the insights or literature to one's own experience and understanding

G. Develop the Ability to Think Critically

M l. Evaluate literary selections D 2. Analyze arguments for point of view and audience D 3. Employ inductive and deductive reasoning skills D 4. Employ connotative and penotative vocabulary skills M 5. Choose and organize related ideas

H. Develop Study Skills

M 1. Improve time management techniques M 2. Refine notetaking and test-taking skills D 3. Locate and use resources external to the classroom M 4. Refine skills of text use D 5. Refine understanding of individual learning style

I. Required Novels

Four of these suggested titles, to be read and discussed

Buck - The Good Earth Camus ­ The Stranger Patton ­ Cry, The Beloved Country Hesse - Siddhartha Mishima - The Sound of Waves

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II. COMPARATIVE LlTERATl..f{E - P

OVERVIEW CHART

•

WRITII'G LITERATURE LANGUAGE REAOII'G 5TUOY SKLL5 ORAL/SPEECH VOCABULARY I'«)TE5

QUARTER I:

Compositions: A. Comparison/

Contrast B. Definition

Interior monologues Responding to quotes

Haiku Poems Interviews

Book Review

The Good Earth Sound of the Waves "5nowgoo..,ii

Groups chooae from a. Hedda Gabler b. Elephant Man c. Doll's Houae d. The Corn is Green e. Demlan f. ~ninthe

Glasa Booth "God Seel the Truth but Waits"

Siddhartha The little Prince Kahlil Gibran

Clustering Archetypel Motif. Reinforce Literary analysis skills

Writing form UIk"9 quotel.

Follow the writing procese •

Support general­izations with specific details

Develop a per­lIOfIal voice

Consider audience in writing

Group writing skill" peer editing

Reading logl: keep quotes

Themel in world literature

Read a variety of genre

Stereotypes Symbolism

One outside noyel or play

Reading/Reaction Journal

Literary Notebooks Notetaking Skills Library Research Examine adYertllB­mentl for stereo­types

Cultural Overview of different geo­graphical regions

Read around group techniques

Actlye Uelening Small Group Discunion

Group Discussion Collaborative Learning Groups

Panel Presentation Oral interpretation skills

Dramatic monologuee interior monologues ImproYisation Chamber Theater Production

Learning vocabulary in context

Keep a notebook of foreign terms

Theme: Man's search for meaning

Overtones: a. Geographical b. Religious c. Psychological

Extensionsl Movie: Kim

QUARTER II:

Skit Writing Excerpts from "The Political Language One outside play Speech Political Terms Overtonesl "Hollow Men" and or novel Preaent Skits a. Political "The Wasleland" Reader', Theater b. Peychological

"The Reyolutlonist" Chamber Theater c. Sociological "The Guest" Production "The Wall" Apartheid

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II. COMPARATIVE LITERATURE - P

OVERVIEW CHART CONTINUEO._

WRITING LITERATURE LAN:'iUAGE READING STWY SKILLS ORAL/SPEECH VOCABULARY NOTES

QUARTER 11:

Groupe to choOle; a. Tho Fixer b. Trojan Women c. DarknelS at Noon d. One Daf in the

Ufe of van DenilOvitch

e. Diary of Anne Frank or A Cii'iid0' Our Time

f. "fii'jj"(:lown g. The Plague h. The Enormoue

Room

Cry the Beloved Country

"Incident at Malay Camp"

"A Life for a Life"

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II. COMPARATIVE LITERATURE - P

DETAILED CHART

WRITII\C LITERATlRE LANGUAGE READING STLDY SKILLS ORALJSPEECH VOCABll..ARY t>lJTES

QUARTER I:

Cluster ..Happine.... Excerpts from: Bra instorming Reading for: Reading Log Oral discussion Define "existen- Theme: a. Write quick res· a. Jonathan Llvin!ij' Clustering Universality of Personal Journal tialism" and Man's Search For

ponse to: "how ston SeagUll themes in lit· "allegory" Meaning do you define b. Alice in Wonder­ Archetl::l!es ature Literary Notebook Suggested:

. happiness?" land ("Who are "anima" A recording by ROil b. Write an essay: you?") "animus" Snyder "From Death

"How do I define c. A.A. Milne Camp to Edaten­myself in the Excerpts frornl tialism" (from Victa context of my country, my town

a. Clan of the Cave Bear

Frankel's Man's Search for Meaning

my family. my b. "Man's Search for ethnic, or reI. Meaning" igious group, my c. Jung: "Anima and Looking for Analytical reading gender and my Animus" stereotypes skills generation. d. Simone de Beau-

c. Defintion paper: "What are the

voln Sex

The Second Utilize conven· Group Brainstorm:

various ways that authors try to define the road-

e.

f.

liTfie Cinderella Complex" "The Trouble with

tlons of standard written English in all written

"How ia our percep­tion often twisted or slanted by out· Look for conno·

blocks that con· front man in his search for mean· jng?

g.

Cinderella" (Art Shaw) Anne Sexton's "Transformations"

worle

Propoganda

Reading for symbolism

Look for e)(amples of propoganda appeals in T. V'f ads, magazines,

aide forces?"

In 8mall group8: ahare examples of propaganda and

tatIon of words used in adver-Using

"Allegory of the Cave" (Plato)

and newspapers report to cia.. how the media shapes our perception of ouraelve8

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II. COMPARATIVE LITERATURE - P

WRITING LITERATURE LANGUAGE READING STLDY SKILLS ORAL/SPEECH VOCA8ULARY fl.k)TES

CONTINUED QUARTER J:

Write IIIld illustrate Haiku nature poems Cluster "'ero" Reading Log: Oral dillcusaion Overtone: original Haiku poeml

The Sound of Waves: Miilhima Blocking an eleay

a. What do I value mOlit in my life?

Biographical and Cultural

Eleay: The Sound 01 Waves

The Good Earth Buck Reinforce the b.

(a pOllse88ion) If you had a fire The influence that

1. In hil atruggle to win Hat_'s hand, what Db.tacles

writing procels: a. pre-writing b. writing c. revilion

in your home, what ona thing would you 88ve?

Reading Journal: Reaearch: Dillcusl techniques

geography and cul­ture has on shaping a person's identity

mUlt Shinji over­come? Who are

d. editing Look for-a. Cultural diU­

compare and con­traIt Oriental

or oral preaentation Look at Japanese art as a reflection of

hil guidel? What doel he learn

Relponse groups for revision and b.

erencel. Quotes about the

and Weltern culture

Preaent interior mono­loguea which have

nature and compare with Western art

through hil quest? 2. Diacu.. the clOH

relationilhip bet­ween nature and

peer editing

Read-around to to select the

c.

values of the people Attitudel about the land

been chosen in a read-around See speech resource

book

.man. How does top eight mono­ d • The role of thil view of logues for pre­ women nature differ aentatlon e. Attitudel towards from the weltern money view? I. PhilOliophy of Ii fe

Eseay: The Good Earth Character develop­

ment 1. Compare and

contralt the Contrast of characters

views of life ex­presaed by Wang Lee, Dian, and Pear 610118010.

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COMPARATIVE LITERATURE - P

WRITING LITERATURE LANGUAGE READ""':; STLDY SKILLS lJRAL/SPEECH VOCABlLARY I'«)TES

CONTINUED QUARTER (;

Eaaay: (Continued) The Good Earth

2. Putting youraelf in OIan'. place when &he fint confront. the reality of Pear Blollom, write an interior mono­logue of her feeling',

1. What are the pos­itive versua the negative values of Wang Lee's child­ren toward Wang Lee'a OOl8ssion wI the land?

4. Respond to the following quote a. It relates to the novela read and your life, "Alae, our poaaeaeione p088en ue."

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II. COMPARATIVE LlTERATURE-P

WRITING , LITERATURE LANGUAGE READING STUDY SKLLS ORAL/SPEECH YOCABlLARY NJTES

CONTINUED QUARTER I:

1. In a group esaay, Read Aloud Figurative Language Reading Journal: Active Li,tening Oral Discussionl Make a collection A movie of Snow dllCuaa how out­ "The Snow Goose" Dialect 1. Write about techniques Compare the of vocabulary Goose is available side forces de- a pet that has "Allegory of the apecif ic to the fine the lives In IImall groups, Group writing skills given meaning to Lillten for: Cave" 'Nith ·The work being read Theme: of the characters in the work

read the 'allowing a. Hedda Gabler

emphaaizing peer­editing

your life 2. Write about your

a. Examples of how a man dea.. with

Snow Goose· Define existen­

The impact of out­lIide forces on our

studied by your b. Elephant Man attitudes toward handicaps in a Collaborative tialism lives group.

2. Write a book re­c. d.

A Doll's House Demian

Dialogue imitation hunting. Is your view one of a con­ b.

positive way Nature imagery

Learning Groups: a. Each group wili See resource book

view for the e. LOI Angeles Times ,.

3. Conduct an inter­

"i'ii8'C'ii'fn is Green The Man in the Glalls Booth

Writing 'or an audience

Developing a per­

servate or that0' the American Rifle Alln.?

Working in colia­borative learning

present exemplary lICenea 'rom their work uling one of

Speech/Drama for proceduru

view with the main character of your work - try to reveal how the

g. The Stranger sonal style Conudering paint of view

Reading Journal: 1. Reapond to ways

that the character overcomes or is

groups the following techniques: -Reader's Theater -Story Theater

main character overcame his/her hanQicaps. (Bar­bara Walters in­vestigative re­porting format)

4. Two literary groups will join in discussion, to compare their main characters. Using a Venn dia­gram, analyze the similarities and

over whelmed by his/her handicaps

2. What obstacles have you had to overcome?' How did you respond?

3. What adVice would you give to each of the characters? Would they follow it?

4. Chooae significant quotations which exemplify some of

b. -Chamber Theater One representative from each group will JOin a panel for "A Meeting of the Minds" - the student will adopt the personna of his/her character and will be pre­pared to reapond to a cia.. inter­view

the differencell in the basic ideas of the character', reaponlle to the outside world es­

the flovel and/or the basic truth the character learna

pecially stressing about life. the theme of alienation

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II. COMPARATIVE LITERATURE - P

WRITING LITERATURE LANGUAGE READING STUDY SKILLS ORAL/SPEECH VOCABULARY NOTES

CONTINUtO QUARTER I:

Interior monologue Read aloud up to While listening Active listeoing Read around of Overtones: re8ponse to "God the clhna)(: "God to reading observe interior mono­Seea the Truth" ­ Sees the Truth and take brief logue., choue a. ReligiuulI Putting youraelf in But Waita" notes on Aksionou's the be.t to b. PhiiollOphical Akeionou's place, character ahare orally c. Psychological how would you rel­pond to the gov­ernor's question?

1. Compare the style of Siddhartha's journey with the growth process that all men go through as they move to,,",ard mat­uritl

Siddhartha E)(tensions: Kahlil Gibran, "The Prophet" Auden. "When I Was One and Twenty"

Archetypes in Jung Reading/Reaction Journal:

1. During the read. ing of novel students respond to ideas and quotations at the end of ea. chapter

Research: Compare/Contrast Indian philosophy and religion with Western view. ­emphasizing Budd­hism and Hindui.m

Oral discu.llion in large group and collabrative learn­ing group. - small groups ahare re.­pones at the con­clution 0' each chapter

Vocabulary sign­i licant to the reading of Siddhartha

Note: The T.V. film Kim ill ao e)(cellellt follow-up for Siddhartha

2. Discuss symbol­ism in Siddhartha

E)(cerpU 'rom: 2. Take notes on the central symbol of

emphasizing the river as it re­

The Little Prince the River 3. In your journal,

veals basic list all of the truths about life major incidents

3. If you desired to pursue II Sidd­hartha quest to­

that stand out io your miod from childhuod to the

day, where would you go and what difficulties do

present - do any of these events parallel the life

you think you would encounter?

of Siddhartha? 4. Describe all im­

4. Are you a Sldd­hartha, Govinda, or Aksionou? E)(­plain which char­acter you identify

portant teacher or guide who has had a aignif Icant io­ . lIuence 00 your development.

with and why?

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II. COMPARATIVE LlTERATLRE - P

WRITING LITERATURE LANGUAGE READING STUDY SKI..LS MAL/SPEECH VOCABULARY NOTES

QUARTER II:

1. Reading journal Read aloud Developing point Reading journal: Active Listening Oral dilculPion Define existen­ Overtones: entries "The Revolutionillt" of view Iffiall group.: tialism

Z. DaGCribe a time (Artzb88hev) Contralt l. R.lpond to the 1. Listen for (The Wall &; The political in your life when you have been faced with a

"The Wall" (Sartre)

"The Gue.t"

Exi.tentiahsm Political Language (Hayakawa)

story throogh the personna of Gabriel Anderson

Il8tting 2. Color Imagery J. Symbolism

Guest) Discu.. injustice in "The Wall" and

Themes:

difficult choice. What emotion.

(Camul) Extenlions:

Propoganda used in naUonalilm and

Z. "By your choice yoor character is

4. Character reaction to violence

the reactiona of the three men to

Man against Man Man vs. Nature

did the need to "The Hollow Men" war determined" React 5. Standing up tor their impending Man against Gov't make th•• choice "Prufrock" to thi. exilten­ one's principle. death. elicit from yoo once yoo did chooae? Whet were

Excerpts from the "Waiteland" "War"

tial quote. Research how exist· entialism grew

The effect of war on innocent by­standers

your reactions? (Pirandello) out of WW II "Leap of Faith" (K ierkegaard's) "Road Not Taken" (Froat)

1. Write an interiur monologue tram the point of view of one of your characterl re­vealing the dift ­iculty faced in making an un­pleasant choice

Z. tiook Review. ­

Man's Search For Meaning (Frankel)

Groupi choole tram: a. The Fixer

Psychological terms Reading joornal;

1. Reapond to the character's dec-

Group interaction sidlis

a. In collaborative learning groups discuse survival techOlquel

b. c. d.

The Pla!;lue The Trojan Women Darkness at Noun

isiQlls he makes in order to survive

b. Individuals will represent each lIovel on a panel

e. One Da~ in the Life of Ivan

2. How is the char. acter able to c.

on "The Survivor" Each group will

Deniaovitch maintain his in- present a series tegrity? If he is not, how does he

of scenes from their book

justify his actions

The movie, The Visit star ring Ingrid Bergman &: Anthony Quinn is an exceUelt extension

The theme of ~ Man Survives

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II. COMPARATIVE LlTERATLRE - P

WRITING LlTERATLRE LANGUAGE READING STWY SKILLS ORAL/SPEECH VOCABU..ARY NJTES

QUARTER II: CONTlI\UEO • J. Create a collage

of one scene from the work. This

f. g.

The Clown The Enormous Room

}. Find quotes that support the surll­Illal theme

picture lIhould be representatille of

h. i.

The Chosen A Child of Our

4. Put yourself in the place of your

the survillal theme 'fime or Oiarl'! main character ­4. Create a book of Anne F'rank would you halle

caller or a mallie or a T.V. ad

j. Night (Wiesen made the same choices? Why or

campaign adllert- Extension: why not? ising your book

Ou Pres The Surllillor

Write an esssy responding to this quote: 1. "The judge doea

not make the law

Read the following:

"Incident at Malay Camp"

"A Life for a Lif,,"

Reading Journal: 1. Look for examplea

of incidents of racial prejudice and injustice and

L.

2.

Collect news­papers, magazinee articles on apar­theid. !yibrary Re88arch:

it is the people that make the Crl'! the Belolled

Style respond. 2. Look for examples

he realOns be­hind the Boer War

law. Therefore, If a law is un-

Country of Biblical allusion in the characters

Try to find the hietory behind

just, and the judge judges acc­ordinq to the law, that is justice, ellen if it is not just."

2. "How can love be View: A Man For

names, descriptions of setting and Biblical parallels

J. Collect lIignificant quotell.

4. III Absalom a victim of man'e allarice?

}.

the development of apartheid. Look up Alan Paton, Bishop Tutu, Nelson Mandela &other famoua South

the one thing that has power completely?"

All SeiiiOOii Why or why not? S. 00 you think Ab­

aalom is guilty or not?

Africane - share with your group.

Listen to commen­ Apartheid Ollertones: taries on the news and other re­about apartheid ­ lated vocabulary a. Sociological take notes and collected from b. Political ahare with your reading. c. Philosophical response group.

Cry the Beloved Small group dis­ Country Vocab. cuealon - compare the Biblical story Learning warda in of Dallid and Ab­ context salom with Kamala and hIs son Absalom

1 .. '

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II. COMPARATIVE LITERATURE - P

WRITING LITERATURE LANGUAGE READING STUDY SKILLS ORAL/SPEEa-t VOCABULARY NOTES

QUARTER II: CONTINUED

). "One day when they are turning to loving, they will find us turn­ing to hate." Find evidence 01 this quote in current events.

What have you learned about man's search lor meaning Irom the work. you have read this aemester? Cite examples from aelection. you have read.

Win,ton Churchill', ''Blood Sweat and and Teara" (Speech)

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III. INSTRUCTIONAL METHODS

A. Discussion B. Lecture C. Peer Evaluation D. Small Group Work E. In-class Writing F. In-clas8 Reading

IV. EVALUA TlON/GRADING OF STUDENT WORK

A. Attendance and Punctuality: Follow district and department policies B. Class Quizzes: To be given when the teacher deems it to be necessary C. Objective Tests: Given to test recall on certain works studied D. Classroom Participation: Student discussion E. Composition: A minimum of four paragraphs, two essays, one term paper, and one test essay F. Test Essay: Each major test will contain one or more essay question G. Homework Assignments: Follow the district policy H. Classroom Assignments I

V. INSTRUCTIONAL MATERIALS

A. Basic Text

See Board Approved List

I