TGC Fellow Unit Template *

Prepared by: Yvette Walker

School/Location: West Charlotte High School/Charlotte, NC

Subject: IB English

Unit Title: The Brazilian Spirit

Grade: 12

Time Needed: Six Weeks

Unit Summary: Students will read the novel The Slum by Aluisio Azevedo in translation, the first Naturalist
writer of Brazil. Students will study the novel genre as well as the historical, social and cultural context of The
Slum written in 1890. Students will discuss aspects of the novel with students in Brazil electronically to gain a
fuller understanding of the context of the novel while simultaneously providing Brazilian students the
opportunity to practice the English language.

Stage 1 Desired Results

ESTABLISHED GOALS:

Transfer

G1. Examine the historical, cultural and

social contexts impact on a text.
G2. Identify and analyze the formal
elements of the text, genre and
structure.
G3. Identify attitudes and values
expressed by text
G4. Communicate their own personal
responses to the work and the ways it
which it may resonate with their world
view

Students will be able to independently use their learning to(real world

purpose)
T1. Communicate ideas effectively with a diverse audience.
T2. Recognize perceptions
T3. Investigate the world beyond their immediate environment

GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Recognize Perspectives
RESOURCES:
The Slum by Aluisio Azevedo
Internet Access
Reading Journal

U1. That the enslavement of Africans

and the accompanying issues are a
global issue associated with the
African Diaspora.
U2. People in different parts of the
world can have similar historical,
cultural and social experiences, with
different perspectives.

Meaning
UNDERSTANDINGS
Students will understand that

ESSENTIAL QUESTIONS
E1. What are the similarities and
differences in the perceptions of race
in the U.S. and Brazil?
E2. What is the significance of having
real time conversation with peers on
the topic you are studying?
E3. What is the role of slavery
historically, culturally, and socially in
Brazil and the U.S.?

Acquisition
Students will know (Content)

Students will be able to (Skills)

K1.The historical, social and cultural

contexts of the novel The Slum.
K2. The global connection between the
impact of slavery in the U.S. and Brazil.
K3. The formal elements and structure
of the novel.

S1. Identify the historical, social and

cultural factors of the 1890s in Brazil.
S2.Establish a personal connection
with individuals globally
S3. Be able to identify and analyze the
structure of the novel
S4. Synthesize information and
communicate ideas.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl
chart, exit ticket, observation, draft,
rehearsal)
*Reading Journal
*Communication Log
*Observation of Group Activities
*Written Activities

Evaluation Criteria (Learning Target or Student Will Be Able To)

1.
2.
3.
4.

Articulate understanding of attitudes and values expressed by text

Communicate their personal responses with students of another culture
Discuss the historical, social and cultural contexts of the novel.
Demonstrate knowledge of the literary analysis process.

Assessment OF Learning: (ex:

performance task, project, final paper)

Content addressing the social issues inherent in the text and the ways literary
devices might influence meaning.

Final Literary Analysis (3-5 pages)

MLA format with correct spelling and grammar

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson
plans will be separate)
Week One: Students will begin reading The Slum and start reading journal
Week Two: Students will continue reading The Slum and begin group discussions
Week Three: Students will continue reading The Slum and begin series of writing activities. Student will continue group
discussions.
Week Four: Students will begin researching literary criticism of the novel and continue writing activities. Students will
continue reading The Slum and make contact with Brazilian peers to complete a series of questions.
Week Five: Students will discuss findings of research on attitudes and values with Brazilian peers. Students will submit
outline and rough draft of 3-5 page literary analysis. Students will conduct peer edit session.
Week Six: Students will edit rough draft of literary analysis and submit final draft with reading journal and
communication log.

*adapted from Understanding by Design Model