RW.1.11-12. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc

Instruction:

1.) Students are provided with a couple of stories that explain world literature

examples:

• "A Very Old Man with Enormous Wings" (short story)

• "The Metamorphosis" (short story)

• Things Fall Apart (excerpts or novel)

• The Kite Runner (excerpts or novel)

2.) In small groups (literacy circles) students analyze themes, symbols, and motifs

3.) Have students consider how the historical and cultural context influences the text themes and characters.

Purpose: To allow students to have many examples of world literature

L.5d.11-12 Relate literary works and their authors’ points of view to the political events and seminal ideas of their eras.

Instruction:

1.) Students will be shown a global map displayed digitally and be given a list of world literature authors (https://www.worldliteraturetoday.org/author?page=1)

2.) Students will asked to name countries they are familiar with

3.) Students will asked to identify authors to their country of origin (for example Haruki Murakami and Japan or Chinua Achebe with Nigeria)

4.) Students place sticky notes on the map with the authors and one key work they found in their respective country

5.) Students start a discussion about what world literature is.

Purpose: to understand student's prior knowledge of world literature

WB.1.11-12. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies.

Instruction:

1.) Students will engage in a class lecture/discussion that introduces key literary concepts (symbolism, cultural context, historical influences, literary devices

2.) The instructor will model how these influences look in one of the works they read (For example: looking at the kola hut in Things Fall Apart)

3.) Students will then lead small group discussions looking at elements discussed in one of the other readings.

Purpose: To show students what elements to look for to better deep read world literature

HWK.7.11-12. Write by hand or with technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and display information flexibly and dynamically.

Instruction:

1.) Students (in pairs) will create a collaborative document where they compare two texts from different cultures

2.) Students start with creating a Venn Diagram to identify themes, character traits, plot structures, and cultural elements

3.) After completing the charts, students will write a 2-3 page comparative essay

Purpose: To have students practice the deep reading and analysis of world literature

TE.3.11-12. Draw and cite strong and thorough evidence from grade-level texts to support claims and inferences, attending to important distinctions authors make and how those are supported, as well as any gaps or inconsistencies in accounts offered.

Instruction:

1.) Students will choose a country and a famous piece of literature from that country

2.) Students prepare a presentation (with citations in MLA format) that includes:

• a summary of the work

• Key themes/symbols/historical context etc...

• What makes world literature popular

Purpose: To see what students have learned about world literature