Contextualization
“[...] Boyle has dealt with two aspects of the American Dream: the views foreigners have of America as 'the land of plenty' and the idea of the self-made man who rises from poverty to affluence.” (Bruck: 50)
Description of one lessons
Lesson one (week one): The students have read the novel over the summer. The teacher has mentioned this task at the beginning of the semester again to make sure that there would be enough time to prepare to novel, just in case. At the beginning of the first lesson of this block the class sits together in a round collecting everybody's first impressions on the novel The Tortilla Curtain. The teacher is a quiet observer and serves from time to time as a host. In order to keep the students talking there will be no disruption from the teacher. At the end of the lesson teacher and students part without any homework.
Table of Contents
1. Course sequence
2. Contextualization
3. General teaching aims
4. Description of all lessons
4.1 Lesson one (week one)
4.2 Lesson two (week one)
4.3 Lesson three (week one)
4.4 Lesson four (week two)
4.5 Lesson five (week two)
4.6 Lesson six (week two)
4.7 Lesson seven (week three)
4.8 Lesson eight (week three)
4.9 Lesson nine (week three)
4.10 Lesson ten (week four)
4.11 Lesson eleven (week four)
4.12 Lesson twelve (week four)
4.13 Lesson thirteen (week five)
4.14 Lesson fourteen (week five)
4.15 Lesson fifteen (week five)
Objectives and Topics
The primary goal of this curriculum is to guide advanced EFL students through a critical analysis of T. C. Boyle’s "The Tortilla Curtain," focusing on themes of the American Dream, immigration, and character development while fostering learner autonomy and academic writing skills.
- Detailed analysis of the American Dream within the context of the novel.
- Comparative study of the main characters and their social environments.
- Development of academic essay writing skills through structured practice and peer feedback.
- Fostering cross-cultural learning and communicative competence through group discussions and presentations.
Excerpt from the Book
General teaching aims
“There is no doubt that The Tortilla Curtain is a linguistically complex novel that makes for demanding reading. It is certainly a challenge even for advanced EFL students as the text […] contains numerous Spanish words.” (Bruck: 8)
“Apart from aspects of cross-cultural learning, learner autonomy is one of the primary methodological goals. [...] Constructive peer assessment is therefore important […]. Further teaching goals concern the student's reading skills, their writing skills and their ability to analyse texts largely on their own. […] expected to develop their creative skills […].” (Bruck: 7f)
Students are to improve their presentation skills. The students' listening, speaking, writing and reading skills are supposed to increase via valuable practice based on a literary text. The use of audio books is providing extensive listening skills.
The students should be familiar with the four main protagonists. They should compare the couples and create connections to the USA and its society. Hopefully they realize how literature can criticize and eventually change the status quo.
They ought to be able to write an essay and create an characterization. They should be able to verbalize their thoughts and built an argumentation on facts. They are to handle a debate and its requirements and preparation.
Chapter Summaries
Course sequence: Provides a structured five-week overview of the teaching unit, detailing the progression of lessons, assignments, and key activities.
Contextualization: Briefly outlines the thematic focus of the novel regarding the American Dream and the concept of the self-made man.
General teaching aims: Defines the pedagogical objectives, emphasizing linguistic complexity, learner autonomy, and the development of analytical writing skills.
Description of all lessons: Offers a granular breakdown of the fifteen-lesson curriculum, describing the daily tasks, group work, and assessment strategies.
Keywords
The Tortilla Curtain, T. C. Boyle, American Dream, Immigration, Learner Autonomy, EFL, Literary Analysis, Essay Writing, Peer Assessment, Cross-cultural learning, Characterization, Presentation skills, Social critique, Teaching methodology, Curriculum design.
Frequently Asked Questions
What is the core focus of this teaching sequence?
The sequence is designed for advanced English learners to engage with T. C. Boyle's novel "The Tortilla Curtain" through a series of structured lessons focused on literary analysis and writing.
What are the primary thematic fields covered?
The curriculum emphasizes the American Dream, immigration, socioeconomic disparities, and the comparative character analysis of the novel’s couples.
What is the ultimate goal of these lessons?
The main objective is for students to improve their reading, writing, and presentation skills while gaining the ability to formulate fact-based arguments in academic essays.
Which scientific or pedagogical methods are employed?
The plan utilizes collaborative group work, peer assessment, student-led presentations, and guided analytical writing to promote learner autonomy.
What content is covered in the main section of the document?
The document provides a detailed, lesson-by-lesson schedule (15 lessons) that covers reading assignments, thematic discussions, essay writing preparation, and final evaluations.
Which keywords characterize this work?
Key terms include American Dream, immigration, EFL, learner autonomy, and literary analysis.
How does the teacher ensure students remain accountable for their reading?
The curriculum mandates consistent homework checks, where failure to complete assignments can result in a deduction of marks for the final in-class essay.
What is the purpose of the final discussion in lesson fifteen?
It serves as an evaluation of the novel's impact, the effectiveness of the curriculum, and a chance for students to reflect on their own work ethics and evaluation skills.
How are students prepared for the final exam?
Students participate in multiple practice writing sessions, receive feedback on drafts, and engage in structural overview exercises to clarify key themes before the final exam.
- Quote paper
- Theresa Roth (Author), 2009, Unterrichtsskizze zu "The Tortilla Curtain" von T. C. Boyle, Munich, GRIN Verlag, https://www.grin.com/document/181342
