curriculum for honors english iv - rahway.net · honors english iv, grade 12 . unit summary:...

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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy

The Board acknowledges the following who contributed to the preparation of this curriculum.

Kimberly Sharrock-Shaw Sonia Saadeh

Subject/Course Title: Date of Board Adoptions:

Honors English IV September 18, 2012 Grade 12

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: English

Unit Title: College/Workplace Readiness

Target Course/Grade Level: Honors English IV, Grade 12

Unit Summary: Students will research colleges, technical schools and careers, read articles on colleges/careers/job market. Students will write a college application essay, an employment cover letter, resume and thank you letter. Students will practice interview skills and learn how to appropriately market themselves in person and in writing. Students will learn the art of conducting research and write a short research paper on a contemporary topic. Approximate Length of Unit: 4 weeks

Primary interdisciplinary connections: Social Studies, Technology

LEARNING TARGETS

Standards: Reading Standards for Informational Text 6 – 12 Writing Standards 6 – 12

Speaking and Listening 6 -12 Language Standards 6 - 12 21st Century Life and Career Skills

Content Strand: RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop

over the course of the text. RI.11-12. 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;

analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out

the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full

range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow

the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See

grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

21st Century Life and Career Skills:

9.4.12.A.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.A.10 Interpret verbal and nonverbal cues/behaviors to enhance communication. 9.4.12.A.13 Listen to and speak with diverse individuals to enhance communication skills.

Unit Understandings:

Students will understand that… • the way an applicant markets himself/herself in writing will determine the success of the application. • an applicant must dress and speak in a manner appropriate to the situation • there are specific grammar and style rules related to academic and business writing to which a writer must adhere. • there is a specific methodology to conducting effective research.

Unit Essential Questions:

• How does a writer effectively communicate personal skills, achievements and goals in essay, resume and letter writing? • How should academic and business writing be formatted? • What is the appropriate manner in which an applicant should dress and speak? • What is the art of research and how do specific methods of conducting research ensure discovery of legitimate primary and secondary source

information? • How is researched information interpreted and presented in writing?

Knowledge and Skills:

Students will know….. • how to research and explore various educational and occupational programs. • how to assess personal skills and effectively market those skills to prospective educational programs and employers. • how to appropriately present themselves verbally and visually for different situations. • How to conduct research, interpret findings and write an academic research paper on a contemporary topic.

Students will be able to … • use technology and printed resources to conduct research • analyze and interpret findings • use appropriate grammar and style in academic and business writing

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? Performance Tasks:

• Write and type a 250 word college application essay using current prompts from institutes of higher learning. • Write and type a resume using a standard business format. • Write and type a cover letter and thank you letter in application of a specific job using a standard business format. • Write and type a short research paper on contemporary issues in the U.S. in one of following three areas: healthcare, unemployment or post-

secondary education, incorporate a min. of 3 sources, include a works cited page.

Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to explore concepts in conducting research, and academic and business writing • One-on-one instruction • Peer editing • Role play

RESOURCES

Teacher Resources:

• Write Source 2000 • Money Magazine • The Star ledger classified section • NJ.com • College application essay questions and sample responses • Sample resumes

Equipment Needed:

• Computer with internet • LCD projector


UNIT OVERVIEW


Unit Title: Shakespeare, Drama and the Question of Ambition vs. Honor


Unit Summary: Students will examine the Shakespearean sonnet and explore drama and the Elizabethan theatre. Students will identify the elements of a Shakespearean tragedy. Approximate Length of Unit: 5 weeks

Primary interdisciplinary connections: Social Studies, Psychology and Technology

LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Writing Standards 6 – 12

Speaking and Listening Standards 6 – 12 Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand: RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how

they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze

the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a

story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or

poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or

a day or two) for a range of tasks, purposes, and audiences.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.



SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See

grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and

content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or

in a dictionary).


9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1.12.D.2 Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or

current international issues or events.


Students will understand that… • there are specific grammatical rules to oral delivery of plays. • the elements of a tragedy. • the ways in which to read and understand Shakespeare


• What are the various grammatical rules to reading plays? • What are the elements of a tragedy? • How should Shakespeare be read in order to receive a complete understanding? • How does honor impact an individual’s personal ambition? • How powerful a force is word choice in directing a character’s thoughts and behaviors?


Students will know….. • how to analyze literary texts. • how to read Shakespearean language. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences. • there often exists a conflict between honor and personal ambition.

Students will be able to … • read and interpret literary texts. • analyze the meaning behind the language of Shakespearean texts. • use grammar to appropriately read orally.


Assessment:


• Learn and use the two-step process to literary analysis. Two-step process – step one: locate something, anything: figurative language (metaphor, simile, personification, images/imagery, motif, diction, syntax, punctuation (or lack thereof), repetition, or something you found to be weird, interesting, bizarre, etc. step two: connect it to something literary, such as theme, characterization, foreshadowing, symbolism, tone, comment from the writer about society, gender, race, social class, etc.

• Learn and use the five-step introduction paragraph guidelines to respond to essay prompts on themes in Shakespeare. Five-step paragraph guidelines: a: write two sentences on the broad topic; b: introduce writer and his/her work and write a one sentence simple summary of the story; c and d: write one sentence where you connect your main topic to the material you’re writing about (a + b); e: write a thesis statement – one or two sentences where you write your opinion on how the author uses literary devices to deliver the message of the work.

• Write and deliver a soliloquy that explains a personal ambition modeled after a soliloquy from either play. Student will explain how honorable that personal ambition is and the potential conflicts it might create.

• Write a five-paragraph essay of literary analysis, using brainstorming and outlining guidelines. Prompt: A symbol is an object, action or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning or enlarge literal meaning. Focus on one symbol from Hamlet and write an essay analyzing how that symbol functions in the work and what it reveals about the characters and themes.

• Power of Words Project (groups of 3) – connotation vs. denotation: explain how a pair of words can denotatively have the same meaning but connotatively have many differences. Example: “gang” vs. “club.” Provide a definition (cite source), explain the connotative differences, present one visual that denotatively matches both words.

• Project – character analysis: explain how an assigned photograph represents dimensions of the personality, behavior or thoughts of one character in Hamlet. Present findings to class orally (2 – 5 minutes).

Other Evidence:

• Quiz on the usage of literary devices such as symbolism, figurative language, repetition, connotative and denotative diction, syntax, etc. • Writing assessments • Class discussions/Socratic seminars


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and real-life connections. • Recordings of poetry and prose • One-on-one instruction • Peer editing

RESOURCES Teacher Resources:

• Write Source 2000 • Elements of Literature 4th Course Textbook (World Literature) • Hamlet • Oedipus Rex • “Letter from a Birmingham Jail” • Excerpt from the Nuremburg Trials • “The Epitaph” from “Elegy Written in a Country Churchyard” by Thomas Gray • Selected sonnets by Shakespeare

Equipment Needed:



UNIT OVERVIEW


Unit Title: Sources of Wisdom – the ways in which people learn

Target Course/Grade Level: Honors English IV, Grades 12

Unit Summary: Students will explore religious texts as literature, exploring the morals presented by these and other sources of wisdom. Students will analyze and define what is meant by “teachers” and “teachings” through literary texts. Students will read and analyze the themes, author’s style and purpose in literature. Students will learn how to write literary analysis of the literature read. Approximate Length of Unit: 6 weeks

Primary interdisciplinary connections: Social Studies and Technology

LEARNING TARGETS




they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12. 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story

is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze




RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,

including how two or more texts from the same period treat similar themes or topics. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or




b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among

ideas, word choice, points of emphasis, and tone used.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and





in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.


9.1.4.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom. 9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • religious texts have often served as sources of wisdom and provided guidelines for the way societies and people live. • teachers and teachings take many different forms. • life lessons, both good and bad, are learned through personal experience. • readers can make personal connections with characters based on common experiences, journeys or life lessons. • authors use written language to explore universal ideas and messages that reflect the ways in which people live and love.


• How can religious texts be interpreted to provide life lessons? • What is a teacher? How are life lessons taught? • How can both good and bad lessons teach people about themselves? • How can a reader find parallels between a character’s learning experiences and his/her own? • How is written language a vehicle to deliver themes and morals?


Students will know….. • how to analyze literary narrative texts. • a teacher and his/her teachings can come in many different forms. • written language provides an understanding of how people live and love throughout history. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • analyze the meaning behind the language of written texts. • apply lessons and morals presented in literature to real life. • use appropriate grammar and style in discussion of literature and in writing literary analysis.


Assessment:


• Learn and use the two-step process to literary analysis on short stories and poems read. • Learn and use the five-step introduction paragraph guidelines to respond to essay prompts on themes in Siddhartha. • Learn how to brainstorm and outline a five-paragraph essay of literary analysis. • Project: find an element of nature that can serve as a teacher (like the river for Siddhartha). Study that element and explain how people can

mimic the element’s behavior to enhance their own lives. Provide a visual of the element (live or digital). Present findings to class orally (2 – 5 minutes).

Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. • Introduction paragraph writing assessments. • Class discussions/Socratic seminars.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and a glimpse of the setting of certain literary works • Recordings of poetry and prose • One-on-one instruction • Peer editing


• Elements of Literature 4th Course Textbook (World Literature) • Siddhartha by Herman Hesse • “No News from Auschwitz” by A.M. Rosenthal • “Hearing Voices” • “A Celebration of Grandfathers” by Rudolfo Anaya • “The Dolls” by William Butler Yeats • “Those Winter Sundays” by Robert Hayden

Equipment Needed:



UNIT OVERVIEW


Unit Title: Fables, Myths and Legends

Target Course/Grade Level: Honors English IV, Grade 12 Unit Summary: Students will analyze how fables, myths and legends guide the operation of certain societies. Students will explore the oral tradition of storytelling. Students become familiar with the African tradition of storytelling. Approximate Length of Unit: 6 weeks

Primary interdisciplinary connections: Social Studies, Sociology and Technology

LEARNING TARGETS



Content Strand: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how

they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story

is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze


W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or




b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning

or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of

syntax to the study of complex texts when reading. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • many societies use fables, myths and legends to guide the operation of that society. • the tradition of oral storytelling reveals how a society lives and functions. • old traditions continue to be a guiding force in present-day societies. • an individual’s past and childhood affect their adulthood.


• What are fables, myths and legends? • How does a society use fables, myths and legends to guide its operations? • Why are events from the past still relevant to the present and future? • How does a personal’s childhood affect who they become as an adult? • What are some ways old traditions continue to guide present-day societies?


Students will know….. • how to analyze literary texts. • how to explore morals in literary texts. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • analyze the traditional values of a society based on its literary texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis.


Assessment:


• Use the two-step process to analyze literature read. • Write and illustrate an original fable, myth or legend that explains a present-day tradition and teaches a moral. • Write two five-paragraph essays of literary analysis, using brainstorming and outlining guidelines.

Other Evidence: • Quiz on the usage of literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. • Writing assessments. • Class discussions/Socratic seminars.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, fables, myths and legends. • Recordings of fables, myths and legends. • One-on-one instruction • Peer editing


• Write Source 2000 • Elements of Literature 4th Course Textbook (World Literature) • Things Fall Apart • The Kite Runner (optional text) • “Muslim vs. Christian Terrorism” by Leonard Pitts • “The Tiger, the Brahmin and the Jackal” from the Panchatantra • Selections from Aesop’s Fables • Selected Greek myths • “Life is Sweet at Kumansenu” by Abioseh Nicol • “Butterfly” • “Leda and the Swan” by William Butler Yeats • “The Second Coming” by William Butler Yeats

Equipment Needed:



UNIT OVERVIEW


Unit Title: To Be or Not to Be “Different”


Unit Summary: Students will explore how various societies, both past and present, deal with mental illness by reading and analyzing a variety of literary texts that contain characters deemed “different” based on their mental, emotional, behavioral, religious, social, ideological or other disparities. Students will formulate opinions on the subject of being different and learn how to write essays of argumentation. Approximate Length of Unit: 5 weeks

Primary interdisciplinary connections: Social Studies, Sociology and Technology

LEARNING TARGETS








RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant

(e.g., satire, sarcasm, irony, or understatement). W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)



SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among

ideas, word choice, points of emphasis, and tone used. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and





in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the

meaning of words with similar denotations.


9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • various societies respond to individuals deemed to suffer from mental illness in a variety of ways. • an individual’s behavior may be influenced by the community, society and time period in which they live. • authors use literature to comment on the way people deal with disparities between them. • essays of argumentation are based on reasoning and logic to support an opinion.

Unit Essential Questions: • What are the various ways societies respond to individuals deemed to suffer from mental illness? • How does an individual react to being deemed different by his or her society? • How does literature reflect the disparities between people within a society? • How do authors argue his or her position on what it is like to be different within a society? • How powerful of a force is society in defining an individual’s behavior?


Students will know….. • how to analyze literary texts • written language provides an understanding of how people function within a society. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • analyze the meaning behind the language of written texts. • understand author’s intention through his or her use of literary terms. • use appropriate grammar and style in discussion of literature and in writing essays of argumentation.


Assessment:


• Use the two-step process to analyze literature read. • Use the five-step introduction paragraph guidelines to respond to essay prompts on themes presented by the authors. • Write an essay of argumentation on the topic of mental illness in a commonplace society. • Write a five-paragraph essay of literary analysis, using brainstorming and outlining guidelines. Prompt: Explain how Diane Burns uses diction,

repetition and syntax to express the speaker’s sarcastic point of view. • Write a second literary analysis essay on the topic of social commentary. • Project: explain how one theme in One Flew Over the Cuckoo’s Nest is represented in an assigned photograph. Present findings to class orally

(2 – 5 minutes).

Other Evidence: • Quiz on the usage of literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. • Writing assessments • Class discussions/Socratic Seminars




• Write Source 2000 • Elements of Literature 4th Course Textbook (World Literature) • One Flew Over the Cuckoo’s Nest by Ken Kesey • “The Birthmark” by Nathaniel Hawthorne • “One Thousand Dollars” by O. Henry • “The Other Paris” by Mavis Gallant • “Initiation” by Sylvia Plath • “We Real Cool” by Gwendolyn Brooks • “Sure You Can Ask Me a Personal Question” by Diane Burns • “Lost Sister” by Cathy Song

Equipment Needed:



UNIT OVERVIEW


Unit Title: Literary Analysis Research Paper


Unit Summary: Students will write a five to seven page literary analysis research paper that criticizes and interprets the literature and uses expert opinions and ideas to prove the arguments they make. Approximate Length of Unit: 6 – 8 weeks

Primary interdisciplinary connections: Social Studies, Psychology, Sociology and Technology

LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Reading Standards for Informational Texts 6 – 12 Writing Standards 6 – 12

Language Standards 6 – 12 21st Century Life and Career Skills


text, including determining where the text leaves matters uncertain. RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a


RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters uncertain. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop

over the course of the text. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and




a day or two) for a range of tasks, purposes, and audiences. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning


syntax to the study of complex texts when reading.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,



9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.


Students will understand that… • a research paper analyzes a perspective or argues a point and presents original thinking backed up by others’ ideas (experts). • literary analysis is the criticism, study and interpretation of literature. • a literary analysis research paper criticizes and interprets the literature and uses expert opinions and ideas to prove the arguments made. • all primary and secondary source information must be given appropriate credit.


• What is literary analysis? • How is research related to literary analysis conducted, interpreted and presented? • How are research sources appropriately cited?


Students will know….. • how to analyze literary texts. • how to interpret informational texts and use information to support their arguments. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences. • how to correctly format a research paper of literary analysis and works cited page.

Students will be able to … • read and interpret literary texts. • read and interpret informational texts. • use appropriate grammar and academic writing guidelines in writing literary analysis research papers.


Assessment:


• Use the two-step process to analyze literature read. • Using brainstorming, note cards and outlining guidelines to write a six to eight page literary analysis research paper.

Other Evidence: • Students will submit the research paper in stages:

o Thesis statement o Outline o Note cards o Works Cited


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • One-on-one instruction

RESOURCES

Teacher Resources:

• Write Source 2000 • Handouts of sample research papers • Plagiarism handbook

Equipment Needed:



UNIT OVERVIEW


Unit Title: Discovering the Truth


Unit Summary: Students will explore how individuals self-identify under societal demands through the reading of literature including The Awakening and The Stranger. Students will explore the concept of existentialism. Students will conduct a mock trial – the People vs. Meursault, examining society’s perceptions and indictment of Meursault. Approximate Length of Unit: 10 weeks

Primary interdisciplinary connections: Social Studies, Philosophy, Technology

LEARNING TARGETS




text, including determining where the text leaves matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how





W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and





SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.









9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • societal demands affect an individual’s identity. • existentialist behavior can create conflict in a society that views such behavior negatively. • an individual’s behavior may be influenced by the community, society and time period in which they live. • the justice system is comprised of individuals who have personal perceptions that may impact the outcome.


• What are the various demands made by society on an individual? • How can an individual self-identify within the constraints imposed by society? • How does individuals self-identify within the constraints imposed by society? • What is the effect of an individual choosing not to succumb to society’s demands? • What is existentialism? • What are the basic operations of the justice system?


Students will know…. • how to analyze literary texts. • how to explore philosophical ideals. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • analyze character behaviors operating individually and within a group. • use appropriate grammar and style in discussion of literature and in writing literary analysis.


Assessment:


• Use the two-step process to analyze literature read. • Write an essay of character analysis. Prompt: morally ambiguous characters – characters whose behavior discourages readers from identifying

them as purely evil or purely good – are at the heart of many works of literature. Explain how Meursault in The Stranger can be viewed as morally ambiguous and why his moral ambiguity is significant to the work as a whole.

• Write a five-paragraph essay of literary analysis, using brainstorming and outlining guidelines. Prompt: one definition of madness is “mental delusion or the eccentric behavior arising from it.” But Emily Dickinson wrote “much madness is divinest sense – /To a discerning Eye –”.

Explain how in The Awakening Edna Pontellier’s apparent madness or irrational behavior plays an important role, what this delusion or eccentric behavior consists of and how it might be judged reasonable.

• Project: People vs. Meursault Mock Trial – students will select roles, prepare oral arguments, witness testimony and jury deliberations to examine society’s perceptions and eventual indictment of Meursault on the charge of murder of the Arab.

Other Evidence:

• Quiz on the usage of literary devices such as conflict (internal/external), symbolism, figurative language, repetition, diction, syntax, etc. • Writing assessments. • Class discussions/Socratic Seminars.




• Write Source 2000 • Elements of Literature 4th Course Textbook (World Literature) • The Stranger • The Awakening • “The Lottery” by Shirley Jackson • “The Watch” by David Mamet • “Roselily” by Alice Walker • Excerpt from The Witness for the Prosecution by Agatha Christie • “Exile” by Julia Alvarez • “Barbie Doll” by Marge Piercy • “War is Kind” by Stephen Crane • “A Man Said to the Universe” by Stephen Crane • “The Existentialists” by Rob Coteau

Equipment Needed:



UNIT OVERVIEW


Unit Title: Outside Reading – Pick a book/read a book


Unit Summary: Students will read one outside book and write an essay of literary analysis each marking period. In marking period one they will choose either a science fiction, fantasy, romance or graphic novel. In marking period two they will read a non-fiction (memoir, biography or autobiography). In marking period three they will read a Contemporary Fiction (2005-present). In marking period four students will read a novel of their choosing from any genre. Approximate Length of Unit: Marking Periods 1 - 4

Primary interdisciplinary connections: Social Studies, Science, Sociology, Psychology and Technology

LEARNING TARGETS






RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters uncertain. RI.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story

is set, how the action is ordered, how the characters are introduced and developed). W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and




a day or two) for a range of tasks, purposes, and audiences. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning


syntax to the study of complex texts when reading.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • literary analysis is the criticism, study and interpretation of literature. • note-taking while reading is critical to understanding.


• What is literary analysis? • How does a reader take notes while reading and analyzing literature?


Students will know….. • how to analyze literary texts. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • use appropriate grammar and academic writing guidelines in writing essays of literary analysis.


Assessment:


• Use the two-step process to analyze literature read. • Write a two-page essay analyzing the main character’s development throughout the novel and how the development leads to the understanding

of certain elements such as theme, author’s purpose, irony, foreshadowing, symbolism, etc.

Other Evidence: • Students will choose novel by 2nd week of each marking period. • Students will submit final paper two weeks before the end of the each marking period.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • One-on-one instruction

RESOURCES

Teacher Resources:

• n/a

Equipment Needed:

• n/a


UNIT OVERVIEW


Unit Title: Summer Reading


Unit Summary: Students will read one fiction novel from a list of three novels and one memoir from a list of three memoirs prior to entrance to Honors English IV. Fiction: The Perks of Being a Wallflower by Stephen Chbosky, The Namesake by Jhumpa Lahiri or We Were the Mulvaneys by Joyce Carol Oates. Memoir: A Long Way Gone: Memoirs of a Boy Soldier by Ishamel Beah, She’s Not There: A Life in Two Genders by Jennifer Finney Boylan or When I Was Puerto Rican by Esmeralda Santiago. Students will be prepared for an in-class assessment at the start of the school year. Approximate Length of Unit: 10 weeks

Primary interdisciplinary connections: Social Studies, Science, Sociology, Psychology and Technology

LEARNING TARGETS






RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text, including determining where the text leaves matters uncertain. RI.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story

is set, how the action is ordered, how the characters are introduced and developed). W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and








9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • literary analysis is the criticism, study and interpretation of literature. • note-taking while reading is critical to understanding.


• What is literary analysis? • How does a reader take notes while reading and analyzing literature?


Students will know….. • how to analyze literary texts. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • use appropriate grammar and academic writing guidelines in writing essays of literary analysis.


Assessment:


• Write a two-page essay analyzing a novel or a memoir’s theme.

Other Evidence: • n/a


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • n/a

RESOURCES

Teacher Resources:

• n/a

Equipment Needed:

• n/a

curriculum for honors english iv - rahway.net · honors english iv, grade 12 . unit summary:...

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