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Krystal Wu: Unit Calendar for Nora Okja Keller's Fox Girl How do narratives create and inform

who we are? What power do we have to create and recreate narratives?


Monday Week 1: Oct. 26-28 Never again will a single story be told as though it's the only one. (John Berger) (Finishing The Things They Carried [TTC]) Tuesday (Finishing TTC) Wednesday -Discussion of folklore and folktales. -Define folklore with Bedford. -Read children's book with class.
HW: Students read different Korean folktales (one per student) and answer: 1) What is the storyline (content) of the tale? 2) What underlying meaning does the tale possess? What is this story teaching or telling its readers?

Thursday -Jigsaw activity: students break into expert groups depending on what Korean folktale they read to share what they found in the tale. -Discussion of different meanings in stories. -Define and discuss narrative in multiple ways using B+R.
HW: 1) Reflect on what the John Berger quote means to you. Why do you think this is important to keep in mind as we read? What about in your everyday life? 2) Reflect on how you're doing in the class.

Friday (Desks in circle.) -Introduce Fox Girl (FG) -Discussion about seriousness and difficulty of text and classroom expectations regarding reading and discussing text. -Rhetorical listening -Review previous classroom guidelines; define compassion. -FG as Keller's revision (seeing anew or counternarrative) of traditional fox girl folktales. -Begin reading FG together.
HW: Read and annotate Ch. 1 (p. 1-14).

Week 2: Oct. 31-Nov. 4

-Intro to new vocab/SAT sentence work. -Review Ch. 1: scavenger hunt for character details. Which characters are the main characters? What do we know about them? -Set up FG journals. -Race in FG discussion; whiteness in Asian cultures (CNN article?)
HW: Read and annotate Ch. 2 (p. 15-29).

-Discussion of Ch. 2: What new characters are we introduced to? What do we know about Duk Hee? -How does Duk Hee revision the fox girl folktales? -Link to TTC: stories within a larger story. -Revisit B+R Narratives: Who has power in storytelling?
HW: Read and annotate Ch. 3 (p. 30-47).

-Reading stories that are hard and sad: why? -What does TTC tell us? (feel it in my stomach quote)
HW: Read and annotate Ch. 4 (p. 48-67).

-Vocab: correct exercises. -Partner work: look for clues that tell us what America Town is like. -Study of setting
HW: Read and annotate Ch. 5 (p. 68-88).

-Vocab: design mnemonic devices. -SSR


HW: Catch up on reading.

Week 3: Nov. 7-9

-Identity as narrative -SSR -Language use in FG; why HW: Read and annotate Ch. 7 does Keller use Korean (p. 112 -126) words? -What do we know about Hyun Jin as the narrator? About her identity?
HW: Read and annotate Ch. 6 (p.89-111)

-Creative Writing Workshop with Annie Rovzar from USF's MFA program. -Anzalda's Borderlands -What is your own narrative? Tell your story in your own words, playing with language.
HW: Read and annotate Ch. 8 (p. 127-143)

No School

No School

Week 4: Nov. 14-18

-Intro to new vocab/SAT sentence work. -SSR

-Review class discussion policies regarding respect, compassion, etc. -Brainstorm regarding the *Warn students about narrative of the American upcoming rape scene. Dream. -Scavenger hunt for how HW: Read and annotate Ch. 9 American Dream is (p. 144-156) represented in FG.
HW: Read and annotate Ch. 10 (p. 157-170)

*History stations? -Photo slideshow of American GI's in Korea, Korean women in America: what narrative can you read in these images? -Discussion: What America means abroad? (Two faces of American GI's benevolent and horrific) -Immigration to U.S. (model minority) and story of Yong Soon (read LIFE article)
HW: Read and annotate Ch. 11 (p. 171-185)

-Vocab: correct exercises. -Scavenger hunt for how Americans are represented in FG. *Warn students about upcoming difficult sex scenes. (bestiality)
HW: Read and annotate Ch. 12 (p. 186-200)

-Vocab: design mnemonic devices. -Jigsaw journals (for updates.)


HW: Catch up on reading and research comfort women.

Week 5: Nov. 21-22

-History of comfort women. -Word wall: what students found in their research. -Testimonies of comfort women. What other questions do you have? -Groups share in class: 1) Content of each story 2) Personal reactions 3) Questions 4) How these accounts might fit in with FG
HW: Catch up on reading.

-Presentation by Sam Baker from Not For Sale about human trafficking.
HW: Read and annotate Ch. 13 +14 (p. 200-224).

No School

No School

No School

Week 6: Nov. 28-Dec. 2

-Intro to new vocab/SAT

-Korean War as the

-Review B+R's

-Vocab: correct exercises -Vocab: design mnemonic

sentence work -Connect to TTC -Myths/narratives of war (in general) connect to TTC
HW: Catch up on reading.

Forgotten War -History textbooks: who gets to tell the stories?


HW: Read and annotate Ch. 15 (p. 225-249)

Narratives: power in storytelling


HW: Read and annotate Ch. 16 (p. 250-270).

-SSR
HW: Catch up on reading.

devices -Class stays in vocab groups: half the groups answer question: how is TTC like FG? while other group answers question: how is TTC not like FG? -Share findings with whole class
HW: Read and annotate rest of book (p. 270-290).

Week 7: Dec. 5-9

-Intro to new vocab/SAT sentence work -Journal updates -Review of Mosaic Essay assignment
HW: Prewriting for Mosaic Essay

-Mosaic Essay writing groups

-Mosaic Essay cont.

-Vocab: correct exercises -Mosaic Essay Sharing

-Vocab: design mnemonic devices -Mosaic Essay Sharing

Guiding Questions: How do narratives create and inform who we are? What power do we have to create and recreate narratives? Who gets to tell stories, and who doesn't? What choices are individuals able to make in predetermined social narratives? To keep track of in journals: 1) Narrator 2) Characters 3) Tales 4) Setting 5) Themes Considerations in novel: -retelling of stories: what stories/narratives does Keller retell? What stories/narratives to characters retell or revision? -individual freedom vs. structural oppression -perspective in narrative as power (whose story is not told? Whose perspective are we missing?) -seeing, vision -internalized racism light vs. dark -animal imagery -motherhood