Teacher's Guide for Grades 9-12 - Maryland Humanities Council

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Maryland State Department of Education Core Learning Goals - English GOAL 1: READING, REVIEWING AND RESPONDING TO TEXT The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. EXPECTATION 1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. INDICATOR 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. INDICATOR 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. INDICATOR 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. EXPECTATION 1.2 The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. INDICATOR 1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. INDICATOR 1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, rhythm, and imagery reveal an author’s purpose. INDICATOR 1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose. INDICATOR 1.2.5 The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. EXPECTATION 1.3 The student will explain and give evidence to support perceptions about print and non-print works. INDICATOR 1.3.1 The student will explain how language and textual devices create meaning. INDICATOR 1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.
BEFORE READING: Students read silently the first four paragraphs of the Afterward to gain insight into Sarajevo’s 1992- 1996 conflict. Setting: Sarajevo, Bosnia • Map of Sarajevo and the surrounding region: http://wikitravel.org/en/Image:Balkans_regions_map.png • Terrain map Sarajevo: http://pda.medjugorje.ws/en/apparitions/docs-medjugorje-map-bosniaherzegovina/ - ch1 NOTE: Mountains surrounding Sarajevo • Brief History Bosnia-Herzegovina: http://www.kakarigi.net/manu/briefhis.htm History is not as important as the population breakdown. • ABC News video: June 10, 1992 Sarajevo Under Siege: http://abcnews.go.com/Archives/video/bosnia-war-sarajevo-siege-1992-9866571 • “The Siege of Sarajevo” 1992-1996: http://www.thenagain.info/webchron/easteurope/SarajevoSiege.CP.html Handout Prologue/Book One Vocabulary list (At end of guide) Allow time for students to find the sentences in the book using the vocabulary words and page numbers. Students use the sentence content to determine the meaning, sometimes reading the entire paragraph if necessary. Next students compare answers with a partner. If there is confusion, students can use web or print dictionaries. DURING READING • Students fill in character study graphic organizer. (Provided at end of guide) • Students discuss and debate notable passages and situations. (Many questions provided per section.) • Share: Audio: Cellist playing Albinoni’s Adagio in G Minor with reading of the novel’s Prologue; students follow along. http://www.naxosaudiobooks.com/633312.htm 5
Page 1 and 2: Teacher’s Guide for Grades 9-12 2
Page 3 and 4: LETTER FROM HONORARY CHAIRPERSON MA
Page 5: ABOUT THE SIEGE OF SARAJEVO The Sie
Page 9 and 10: ASSIGNMENT #2 (BOOK ONE - PAGES 3-3
Page 11 and 12: 3 Compare and contrast Arrow and th
Page 13 and 14: SUGGESTED ENRICHMENT 1 The cover of
Page 15 and 16: BOOK TWO 14 cupola (n. page 43) “
Page 17 and 18: The Cellist of Sarajevo: Student Vo
Page 19 and 20: BOOKS THREE AND FOUR 28 volition (n
Page 21 and 22: Arrow Kenan Arrow & Kenan all Arrow
Page 23 and 24: This guide was created by Susan P.

Teacher's Guide for Grades 9-12 - Maryland Humanities Council

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