Reading Final Exam is Wednesday, June 15
Module 1: Journeys and Survival
Module Focus: Becoming a close reader and writing to learn
Book (s) read for the Module: A Long Walk to Water
Description: The students explored the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They built proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters, Salva and Nya. The students focused on one key theme: how individuals survive in challenging environments. The novel was paired with complex informational texts on Sudan.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
scenario, determine, representation, plains, route, cradle, droned, aimless, rebels, point of view, central idea, literary text, herding, wander, hesitate, objected, horizon, ritual, flinched, generation, aroma, solemn, makeshift, topi, puzzled, reeds, papyrus, monotonous, abundance, massed
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 2: Identify and Transformation: Then and Now
Module Focus: Working with Evidence (Drama)
Book(s) read for the Module: Pygmalion
Description: Students explore the concept of personal identity formation and transformation in both historical and modern-day societies. They read first-person narratives that focus on various social identifiers—from race to gender to socioeconomic status—and they also read informational text in order to frame their understanding of what identity means. Students closely read Pygmalion and further explore the identity transformation of the play’s main character, Eliza Doolittle.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
metaphor, internal, external, atypical, stereotyped, socialized, exacerbated, discrepancy, impeccable, fester, remotely, Patwa, descent, excruciating, cuisine, mundane, empathetic, bravado, taunt, indigenous, entitlement, self-worth, internalize, monopolize, linguist, heinous, fallacy, “hot under the collar”, sedentary, deploy, apathetic
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 3: Slavery: The People Could Fly
Module Focus: Understanding Perspectives
Book (s) read for the Module: Articles about abolitionists, especially Frederick Douglass
Description: In Module 3, students explored the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The module focused on the questions of what makes stories powerful and on understanding an author’s purpose. In addition, students analyzed how writers use figurative language and word choice to convey meaning. The students also built background knowledge that allowed them to more fully understand the context of the Narrative: they learn about slavery, Douglass’s life, and the debate over slavery in the United States before the Civil War.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
enduring, content, autobiography, biography, tone, mood, synthesize, abolitionist, enforced labor, triangular slave trade, equity, disposition, devoted, fugitive, tactics, segregated, agitate, unmanageable, plantation, system
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 4: Water is Life
Module Focus: Reading and Research
Book(s) read for the Module: The Big Thirst
Description: Module 4 focused on a “science and society” topic, engaging students in reading informational text about water sustainability, fresh water management, and how to make evidence-based decisions. Students read the article “Water Is Life” by Barbara Kingsolver as well as excerpts from The Big Thirst by Charles Fishman to build background knowledge about water sustainability and water management. Students determined main ideas and evidence in diverse media and clarified the issue of why humans need to manage water better.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
aqueous, primordial, thrall, Rummel, irrigate, saline, arid, evaporation, briny, levees, grave, gale, sustainable, blighted, sodden, Holocene, endemic, exhumed, beleaguered, commons, watershed, relic, quarantined, aquifer, arduous, hygiene, spectacle, insulate, sanitation
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
