Working Class Hero: Hawkeye
November 27-December 1
December 4-8
December 11-15
Module Purpose
This module aims to tap students’ background knowledge about heroes and superheroes in order to engage them in critical analysis of text and image. The strategies that students will practice are transferable to fiction and drama as well as other forms and genres; during the course of the module, students will apply these strategies to a text or media of their own choosing.
Questions at Issue
The following are the questions at issue in the module:
• Are people defined by their intentions, motivations, actions, or results? By their finest moments or their mistakes?
• How do the stories we already know influence the way we understand the stories we are reading now?
• How do images interact with text to make meaning?
• How does examining context help us understand characters?
• What are the expectations of a poster session presentation, and how are they related to the rhetorical situation of such presentations?
Module Texts
Fraction, Matt, and David Aja. Hawkeye: My Life as a Weapon. Vol. 1, Marvel Worldwide, 2013. Books 1-2.
Module Learning Goals
At the conclusion of the module, students will be able to
• Use knowledge of genres and archetypes to better understand a text, even when associated conventions have been broken or subverted.
• Notice and analyze details in a text that demands both textual and visual literacies.
• Practice complicating sentences with contextual detail, using absolute and participial phrases.
• Choose and independently analyze a text that challenges or subverts the expectations associated with a genre or archetype.
• Prepare and deliver an explanatory presentation that combines visual and textual elements. Working Class Hero: Hawkeye 2
Rhetorical Concepts
The rhetorical concepts emphasized in this module are rhetorical situation and genre.
• Students will analyze the rhetorical situation in service of character analysis, using Kenneth Burke’s pentad strategy. • Students will analyze genre conventions (including how they may have been subverted) to determine theme and/or purpose.
• Students will analyze and employ the genre conventions of a poster presentation.
English Language Arts Standards
Emphasized in this module are the following English language arts (ELA) standards for grades 11-12: Reading Literature 3, 5; Writing 2; Speaking and Listening 4-5. English Language Development Standards Emphasized in this module are the following English language development (ELD) standards for grades 11-12: Part I, A. Collaborative, 4, Bridging; Part I, B. Interpretive, 6, Bridging; Part I, C. Productive, 9, Bridging; Part I, C. Productive, 12a, Bridging.
Defining Features of the Module
Defining features of the module include the following:
• Students engage in both visual and literary analysis on an engaging text.
• Students use strategies to analyze and draw conclusions about narrative structure (Activity 8), the rhetorical situation (Activities 13 and 14), characterization, and theme.
• Students choose a text to analyze and develop an explanatory presentation that combines text and image (Activity 17).
• Students practice using absolute and participial phrases purposefully.
November 27-December 1
December 4-8
December 11-15
Module Purpose
This module aims to tap students’ background knowledge about heroes and superheroes in order to engage them in critical analysis of text and image. The strategies that students will practice are transferable to fiction and drama as well as other forms and genres; during the course of the module, students will apply these strategies to a text or media of their own choosing.
Questions at Issue
The following are the questions at issue in the module:
• Are people defined by their intentions, motivations, actions, or results? By their finest moments or their mistakes?
• How do the stories we already know influence the way we understand the stories we are reading now?
• How do images interact with text to make meaning?
• How does examining context help us understand characters?
• What are the expectations of a poster session presentation, and how are they related to the rhetorical situation of such presentations?
Module Texts
Fraction, Matt, and David Aja. Hawkeye: My Life as a Weapon. Vol. 1, Marvel Worldwide, 2013. Books 1-2.
Module Learning Goals
At the conclusion of the module, students will be able to
• Use knowledge of genres and archetypes to better understand a text, even when associated conventions have been broken or subverted.
• Notice and analyze details in a text that demands both textual and visual literacies.
• Practice complicating sentences with contextual detail, using absolute and participial phrases.
• Choose and independently analyze a text that challenges or subverts the expectations associated with a genre or archetype.
• Prepare and deliver an explanatory presentation that combines visual and textual elements. Working Class Hero: Hawkeye 2
Rhetorical Concepts
The rhetorical concepts emphasized in this module are rhetorical situation and genre.
• Students will analyze the rhetorical situation in service of character analysis, using Kenneth Burke’s pentad strategy. • Students will analyze genre conventions (including how they may have been subverted) to determine theme and/or purpose.
• Students will analyze and employ the genre conventions of a poster presentation.
English Language Arts Standards
Emphasized in this module are the following English language arts (ELA) standards for grades 11-12: Reading Literature 3, 5; Writing 2; Speaking and Listening 4-5. English Language Development Standards Emphasized in this module are the following English language development (ELD) standards for grades 11-12: Part I, A. Collaborative, 4, Bridging; Part I, B. Interpretive, 6, Bridging; Part I, C. Productive, 9, Bridging; Part I, C. Productive, 12a, Bridging.
Defining Features of the Module
Defining features of the module include the following:
• Students engage in both visual and literary analysis on an engaging text.
• Students use strategies to analyze and draw conclusions about narrative structure (Activity 8), the rhetorical situation (Activities 13 and 14), characterization, and theme.
• Students choose a text to analyze and develop an explanatory presentation that combines text and image (Activity 17).
• Students practice using absolute and participial phrases purposefully.