curriculum management system - monroe.k12.nj.us ode and an elegy by thomas gray ... “no name...

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:AdvancedPlacementEnglishLiteratureandCompositionGrade:12

Foradoptionbyallregulareducationprograms BoardApproved:<TypeDateHere>asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Pages6‐9

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Pages10‐93

Pages98‐100

QuarterlyBenchmarkAssessment Page94‐97

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.KennethR.Hamilton,Superintendent

Dr.JeffC.Gorman,AssistantSuperintendent

BOARDOFEDUCATIONMs.KathyKolupanowich,BoardPresidentMr.KenChiarella,BoardVicePresident

Ms.AmyAntelisMr.MarvinI.Braverman

Mr.LewKaufmanMr.MarkKleinMr.JohnLeary

Mr.LouisC.MastersMr.IraTessler

JamesburgRepresentativeMs.PatriceFaraone

WRITERSNAMERobertByrnes

CURRICULUMSUPERVISORPamelaAckerman‐Garcia

Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

CommonCoreStateStandards(CSSS)

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org

ScopeandSequence

Quarter1

UnitTopics(s)

I. DevotionMedievalDevotionalandNarrativePoetrya.ExcerptfromWaltWhitman’s“WhenLilacsLastintheDooryardBloom’d”

b.“IchAmofIrlonde”–Anonymous c.“SunsetonCalvary”–Anonymous d.“ISingofaMaiden”–Anonymouse.“TheTwaCorbies”–Anonymousf.“TheBalladoftheHangedMen”–FrancoisVillon(trans.GalwayKinnell)

II. TheHeroMedievalHeroicandAlliterativeVerse

a.“SirPatrickSpens”–Anonymous a.SirGawainandtheGreenKnight–ThePearlPoet

III. TragedyAristotelianTragedy

a.OedipusRex–Sophocles b.ExcerptedstoryfromTheUnvanquished–WilliamFaulknerShakespeareanTragedyc.KingLear–WilliamShakespeare

ScopeandSequence

Quarter2

UnitTopic(s)

I.FormandStructure TheElizabethanSonnet

a. SelectedPetrarchanSonnets(SirThomasWyatt,SirPhilipSidney)

b. SelectedSpenserianSonnets(EdmundSpenser)c. SelectedShakespeareanSonnets(William

Shakespeare) II.CharacterizationandStyleRealism

a. PereGoriot–HonoredeBalzac

III.MetaphysicsMetaphysicalPoetry

a. “OrindatoLucasia”–KatherinePhilipsb. TwosecularpoemsbyJohnDonnec. SelectionsfromDonne’sHolySonnetsd. “ToHisCoyMistress”–AndrewMarvelle. ConcretePoetry(GeorgeHerbert,WilliamBurford)

IV.Satire Neoclassicism

a. SelectedEssaysfromTheSpectatorbyJosephAddisonb.“OnMyself”–AnneFinch c.TwopoemsbyJohnDryden d.SelectedEssaysfromMaureenDowd’sBushworld

ScopeandSequence

Quarter3

UnitTopic(s)

I.SocietyPre‐Romanticism

a.SelectedpoemsbyRobertBurns b.AnodeandanelegybyThomasGrayc.SelectionsfromSongsofInnocenceandSongsofExperience–WilliamBlake

II.DeclineAmericanSocietyafterWorldWarI a.ALostLady–WillaCather III.ManandNature Romanticism

a. SelectedpoetryofWilliamWordsworth b.“FrostatMidnight”–SamuelTaylorColeridge c.“TheDrearyChange”–SirWalterScottd.SelectedpoemsbyJohnKeats IV.NewPerspectives VictorianandEdwardianEngland

a. ExcerptsfromTheHouseofLife–DanteGabrielRossetti

b.“Song”and“GoblinMarket”–ChristinaRossetti c.SelectedpoemsfromAShropshireLad–A.E.Housman

d. “DoverBeach”–MatthewArnolde. TwopoemsbyWilliamButlerYeatsf. SelectedEssaysfromTwilightinItaly–D.H.Lawrenceg. APassagetoIndia–E.M.Forster

ScopeandSequence

Quarter4

UnitTopic(s)

I.Wasteland ExperimentalFictiona.MissLonelyhearts–NathanaelWest b.TheDayoftheLocust–NathanaelWest II.NarrativeTechnique StylisticExperimentationa.“ThatEveningSun”–WilliamFaulkner b.TheSoundandtheFury–WilliamFaulkner c.Faulkner’sNobelPrizeSpeech III.Identity Twentieth‐CenturyAmericanProseandPoetrya.“NoNameWoman”–MaxineHongKingston b.“LadyLazarus”–SylviaPlath c.“TheWhipping”and“El‐HajjMalikEl‐Shabazz”–RobertHaydend.ShortstoriesbyCharlottePerkinsGilmanandFlanneryO’Connor

e. TheBluestEye–ToniMorrison

IV. IronyPost‐ApocalypticScienceFictiona.ACanticleforLeibowitz–WalterM.Miller,Jr.

QuarterI–Unit1Stage1DesiredResults

ESTABLISHEDGOALSReading

RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

RL.11‐12.4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

RL.11‐12.10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingas

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Applyknowledgeoftheimportanceofstructuretothedevelopmentofideasinvarioustexts.

Succinctlydevelopathesisinanessay. Determinetheroleofnarrativeperspectiveinvariedtexts.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Archetypesandarchetypalmotifscontributetothequalityofwriting.

Variousformsandstructuresinpoetryhelptoconveytruthsaboutlife.

Archetypally,thecharacterizationofmenandwomenreflectedsocietalvaluesinthemedievalworld,genderrolesstillrecognizabletoday.

Thespeaker’svoiceaffectsthereader’sperceptionoftexts.

Qualityliteratureoftenconsiderstopicsthatareuniversal.

ESSENTIALQUESTIONS

Howdoarchetypesbuildmeaningintextsandhowarethey,often,universal?

Howdoesfigurativelanguageenhancemeaninginpoetryandcontributetotone?

Howdoesawriter’sselectionofnarrativeperspectiveaffectthereader’sperceptionofatext?

AcquisitionStudentswillknow…

Whichstylisticdevicesareevidencedinmedievalpoetry.

Themeaningandassociationsofcommonarchetypes.

Themedievalviewoflifeanddeath.

Studentswillbeskilledat… Recognizinghowcontextaffectsthe

meaningofwordsandphrasesinpoetry.

Drawinginferencesfromthemethodofpresentationoftextualideas.

Identifyingthetoneofpoemsandhowitisdeveloped.

Determiningtheeffectofthespeaker’svoiceonthereader.

neededatthehighendoftherange.

Writing

W.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.

Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.

Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.

W.11‐12.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

Developthetopicthoroughlybyselectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriate

Developingandsupportingathesisinanessay.

totheaudience’sknowledgeofthetopic.

Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.


Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).

W.11‐12.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.

Engageandorientthereaderbysettingoutaproblem,situation,orobservationanditssignificanceestablishingoneormultiplepoint(s)ofview,andintroducinganarratorand/orcharacters;createasmoothprogressionofexperiencesorevents.

Usenarrativetechniques,suchasdialogue,pacing,description,reflection,andmultipleplotlines,todevelopexperiences,events,and/orcharacters.

Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwholeandbuildtowardaparticulartoneandoutcome(e.g.asenseofmystery,suspense,growth,orresolution).

Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconveyavividpictureoftheexperiences,events,settingand/orcharacters.

Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.Speaking/Listening

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternative

opposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.

Stage2‐Evidence

EvaluativeCriteria AssessmentEvidence Insightfulandsophisticateddiscussion Well‐developedandorganizedideas Well‐supportedideas Attentiontodetail Qualityofcontributions Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐testonarchetypes. BlindReadQuizonWaltWhitman’suseofarchetypesinanexcerptfromhispoem“When

LilacsLastintheDooryardBloom’d.” Studentsconstructanessayinwhichtheyanalyzehowthepoetutilizesarchetypalimagery

andpoeticdevicesinamedievallyrictobuildtoneandtheme. Studentsdiscusshowtheuseofdiction,sensoryimagery,andfigurativelanguageina

medievalnarrativepoembuildsmeaning.Studentsdeterminehowthepoet’suseofnarrativeperspectiveaffectsthereader’sattitudetowardthespeaker.

Post‐testonarchetypes.

Well‐developedperspective Wellorganizedideas Insightfuldiscussion Qualityofcontributions Attentiontodetail Rubrics

OTHEREVIDENCE: Studentsbrainstorm,inaninformalwriting,abouthowthestanzaicstructureofaMiddle

Englishpoemhelpstodevelopthepoet’sperspective. Studentswriteaparagraphontheeffectivenessofspecificdetailsin“TheTwaCorbies”to

delineatethepoet’sviewofexistence. Studentscreateashortstorythatdevelopstheprotagonistasanarchetypalheroorwoman.

Students,also,developanadditionalarchetype(e.g.,water,colors,thesun)inthecourseofthestory,demonstratingtheirabilitytotransfertheirknowledgeofarchetypesinanoriginal,effectivemanner.

Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction

Students,throughdiscussionandthestudyofahandout,gleanthemeaningandimportanceofarchetypesinliteratureandtheirpresenceanduseintheworld.Afterapre‐testandstudyofvariousarchetypes,archetypalmotifs,andarchetypalpatterns,studentstakeablindreadquizonanexcerptfromWhitman’s“WhenLilacsLastintheDooryardBloom’d,”inwhichtheyapplytheirknowledgeofarchetypestoWhitman’sportraitofLincoln.Students,throughlectureandthestudyofexamples,determinehowtheEnglishlanguagedevelopedfromvarioussources(Celtic,Latin,Anglo‐Saxon,etc.),resultinginMiddleEnglish.Studentswill,then,studyandanalyzeselectedpoemsinMiddleEnglish.Studentswillconcentrateonhowthepoets/speakersconveymeaningandbuildthemesthroughtheemploymentofarchetypesanduseofvariousliterarydevices(imagery,figuresofspeech,allusions,etc.).Studentswill,also,becomefamiliarwiththeliteraryelementoftonethroughthediscussionofahandoutandanalysisofmedievalpoetry.Inconjunctionwiththisstudy,studentswilldiscusstheroleofstructureinthedevelopmentofmeaning,especiallyinregardto“ISingofaMaiden.”Students,also,developanappreciationfornarrativeperspectiveanditseffectuponthereaderthroughthestudyof“TheBalladoftheHangedMen.”Throughclassdiscussionandinformalandformalwritings,studentswilldeveloptheirabilitytoconstructanddevelopathesis,usingevidencefromthetexttobackuptheircontentions.Writingassignmentswillbebaseduponthestudyof“TheTwaCorbies,”“ISingofaMaiden,”and/or“TheBalladoftheHangedMen.”ThroughtheirstudyofMiddleEnglishpoetry,studentswillderiveanappreciationofmedievalsociety,especiallyitspietyandviewofexistence,and,throughextension,appreciatehowmanymedievalideasareuniversalandtimeless.Apost‐testonarchetypesisgiventoassessthestudents’cognitiveprogress.

Quarter1–Unit2Stage1DesiredResults





Writing




Analyzehowarchetypescontributetomeaninginliterature,movies,andmassmedia. Recognizehowcharacteristicsofthemedievalheroarestilllaudedtoday. Notehowlanguageaffectstheperceptionofideasinallformsofwrittenandoral

communication. Recognizehow,usingtextualevidence,variousmodesofwritingcanbereadonmultiple

levels.


Themedievalherodisplayedseveralrecognizablequalities.

Alliterativeverseexhibitscertainstylisticcharacteristics.

Archetypesandarchetypalmotifscontributetothequalityandmeaningoftexts.

Basedupontextualevidence,sometextscanbeinterpretedonmultiplelevels.

Allegoryaddsdeeper,symbolicmeaningstotexts.

Figuresofspeechaffecttheinterpretationoflanguage.

ESSENTIALQUESTIONS Howdoesthemedievalheroembody

attributesandflawsthataretimelessanduniversal?

Howcanarchetypesandfiguresofspeechbeusedtobuildcharacterizations?

Whencanportionsoftextsbeinterpretedonmultiplelevels,evenallegorically?


Themeaningandassociationsofcommonarchetypesandarchetypalpatterns.

Theattributesofthequintessentialmedievalhero.

Studentswillbeskilledat… Recognizingtheeffectofalliterative

verseonthereader’sperceptionofatext.

Identifyingarchetypesandtheircontributionstomeaningintexts.




Developthetopicthoroughlybyselectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.



Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthe

Variouspoeticelementsofalliterativeverse,suchasthecaesuraandthebobandwheel.

Thepurposeofallegory.

Definingqualitiesofthemedievalhero. Analyzinghowfiguresofspeechadd

depthandmeaningtotexts. Interpretingtextsbasedupontextual

evidence. Explicatinghowpsychological

landscapesaredevelopedintextstoenhancecharacterizations.

disciplineinwhichtheyarewriting. Provideaconcludingstatementor

sectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

Speaking/Listening

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandthe

organization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.

Stage2‐Evidence

EvaluateCriteria AssessmentEvidence Goodorganizationalskills Structureofideas Qualityofinsights Qualityofdiscussion Attentiontodetail Attentiveness Rubrics

PERFORMANCETASK(S): Constructionofanessayon“SirPatrickSpens,”inwhichstudents’displaytheirabilityto

developathesisbaseduponanunderstandingoftheprotagonist’sheroicqualities. QuizzesonPartsI/IIandIII/IVofSirGawainandtheGreenKnighttogaugestudents’

readingcomprehensionandgrowthinanalyticalthinking. SocraticseminarfocusingonsymbolicandallegoricalaspectsofSirGawainandtheGreen

Knight. UnittestonSirGawainandtheGreenKnight,ascertainingstudents’abilitytowriteon

selectedhighlevelmaterialfromthepoeminasophisticatedmanner.

Insightfulanalysis Well‐developedthesis Qualityofsupportingevidence Attentiontodetail Rubrics

OTHEREVIDENCE: BlindReadQuizon“SirPatrickSpens,”evaluatingstudents’abilitytointerprettheuseof

aspectsoflanguageinthepoem. Students,throughclassdiscussion,analyzethePearlPoet’suseofseasonalandcolor

archetypesinpassagesfromSirGawainandtheGreenKnighttocharacterizetheprotagonist.

Evaluationofstudents’independentannotationsofthetextofSirGawainandtheGreenKnight.


Theunitcommenceswithareviewofarchetypesandarchetypalpatterns,followedbyanextendeddiscussionofattributesofthemedievalhero.Studentstakeablindreadquizon“SirPatrickSpens,”aquizthatservestogaugetheirabilitytoapplytheirknowledgeofvariousliterarydevicestoawell‐supportedinterpretationofthepoem.ThisisfollowedbyanexplorationofthePearlPoet’sSirGawainandtheGreenKnight,apoemwritteninalliterativeverse.ThestudyofthepoembeginswithadiscussionoftheworldandartistryofthePearlPoet,focusingonhisstyle:hisuseofalliterativeverse,andCeltic,Anglo‐Saxon,andFrenchsourcesandelements.Studentsreadandannotatethepoemintwosections(PartsI/IIandIII/IV),displayingtheirabilitytorecognizeandanalyzethepoet’sdevelopmentofideascentraltothepoem’sthemes.Duringclassdiscussionsofthepoem(includingaSocraticseminar),studentsexploremyriadaspectsofthepoem’sartistryandmeaning,includingthepoet’smethodsofcharacterization,useofselectionofdetail,archetypesandsymbolism,developmentofapsychologicallandscape,andfigurativelanguage.Specialattentionisgiventothepoet’suseofimagery,archetypes,anddictioninapassagedealingwiththeseasonsinPartsIIandIII.ThecharacteroftheGreenKnightisanalyzedasadualsymbol.Theconceptofallegoryisthenintroducedanddiscussed,culminatinginanallegoricalconsiderationofthecharactersandeventsinthepoem.Anessayandunittestonthepoembothfocusonstudents’abilitytointerpret,supportinalucidmanner,andanalyzetheuseofliterarydevicesinathematicfashion.


ESTABLISHEDGOALSReadingRL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.




RL.11‐12.6Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreally


Analyzehowcontemporaryfiguresembodytraitsofthetragichero. Analyzethemethodsbywhichplaywrightsthroughtheageshavedelineatedandbuilt

charactersandthemes. Notehowdramaticironyoftenplaysapartinworldevents. Analyzetheuseofvariousrhetoricaldevicesinvariousformsofwriting. Applyideasabouttheinfluenceoffateandfreewilloncharacters’destiniesfromonetextto

othertextsandexperiences.


Fictionalcharactersreflectasociety’sviewofexistence.

Authorswritetonotonlyconveytheirownviewsbutsocietalviews,aswell.

Charactersarebuiltthroughvariousdramaticmeans,notjustplot.

Tragicheroesarecomplexindividuals. Bothfateandfreecanbeviewedas

influencingtheoutcomeofcharacters’lives.

ESSENTIALQUESTIONS InwhatwaysdoplaysreflectAristotle’s

perspectiveontragedy? Howarecharactersdelineatedthrough

myriaddramaticconventions(setting,plot,dialogue,selectionofdetail,etc.)?

Whyisdramaticironyanimportanttoolforaplaywright?


ThecomponentsofGreektragedyandthetragichero.

Thefunctionofvariousrhetoricaldevicesinplays.

Thedefinitionofdramaticirony. Shakespeare’sconceptionofthetragic

Studentswillbeskilledat… RecognizingaspectsofAristotelian

thoughtindramaticworks. Analyzingthedevelopmentof

charactersandthemesinplaysthroughvariousrhetoricaltechniques.

Analyzingaspectsoftragicheroes.

meant(e.g.,dramaticirony,).

RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasivenessorbeautyofthetext.

WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.




Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.

L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusage

hero. Thepurposeofasoliloquy.

Evaluatingtherolesoffateandfreewillincharacters’destinies.

Writinginananalyticalmanner.

whenwritingorspeaking. Applytheunderstandingthatusageisa

matterofconvention,canchangeovertime,andissometimescontested.

Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.

L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

Applyanunderstandingofsyntaxtothestudyofcomplextextswhenreading.

L.9‐12.4Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrades9‐12readingandconvent,choosingflexiblyfromarangeofstrategies.

Usecontext,aword’spositionorfunctioninasentence,asacluetothemeaningofawordorphrase.

Identifyandcorrectlyusepatternsof

wordchangesthatindicatedifferentmeaningsorpartsofspeech.

Speaking/ListeningSL.9‐12.1Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐ledwithdiversepartnersongrades9‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.)o Cometodiscussionsprepared,havingread

andresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well‐reasonedexchangeofideas.

o Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,orchallengeideasandconclusions.

o Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.

Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence

Articulateoralanalysis Sophisticationofideas Developmentofkeyideas Levelofinsight

PERFORMANCETASK(S): AfterreadingPartIofOedipusRex,theclassisdividedintosmallgroups.Eachgroupis

assignedoneofthechoralodestoanalyze.Analysisfocusesonhoweachoftheodesreflectstheconcernsandvaluesofthecommonpeople.Eachgroupeventuallyreportsontheiranalysistotheclass,thegroups’effortsbeingevaluatedusingapredeterminedrubric.

AfterananalysisofOedipusRex,students,throughaninformalreactionwriting,analyzeaquotationfromtheplaythataddressestheconceptofperipeteiaintheplay.Thewritingreflectsbothananalysisoftheconceptintheplayandauniversalphenomenon.

UnitTestonOedipusRexinordertoascertainstudents’graspofAristoteliantragedy. FollowingtheindependentreadingandannotatingofanexcerptfromFaulkner’sThe

Unvanquished,studentsaddressawritingpromptthatisdesignedtoassessthestudents’abilitytoanalyzethesignificanceofacentralcharacterinthestoryfromthestandpointofdramaticpurpose.

Pre‐testonShakespeareantragedy. StudentswriteanessayonShakespeare’suseofrhetoricaltechniquesinasoliloquyfrom

KingLear,incorporatingsupportingdetailstodevelopandsubstantiatetheirtheses. UnittestonKingLeartodeterminestudents’abilitytoapplyShakespeare’sconceptionof

thetragicheroandorder/disorderintheuniversetotheprotagonistandeventsintheplay.

Attentiontodetail Supportofcontentions Structureofideas Rubrics

OTHEREVIDENCE: QuizzesoneachactofOedipusRexandKingLeartodeterminethelevelofstudents’reading. WritingonActIIIofKingLear:AninformalwritingfocusingontheramificationsofLear’s

tragicflaw,notonlyforhimself,butforGloucesterandKent,also. ClassdiscussiononthepresentationoftheconceptsoffateandfreewillinbothSophocles’

andShakespeare’splays. BlindReadQuiz(MC)onanexcerptfromShakespeare’sRichardII.

Stage3–LearningPlan

SummaryofKeyLearningEventsandInstructionTheunit,whichfocusesonthethematictopicoftragedy,beginswithanexplorationofAristotelianthought–Aristotle’sviewoftragedyandthetragicheroasdelineatedinhisPoetics.Thisisaccomplishedthroughahandout(adistillationofAristotle’smajorpointsinhisPoetics)andalecture.VariousotheraspectsoftheGreeks’conceptionoftragedyandtheatrearealsoexplored.StudentsreadandannotatethefirsthalfofSophocles’playOedipusRex,thentakeaquiztoascertaintheirreadingcomprehensionandabilitytoapplyintroductorymaterialtotheplay.Thesameprocessisappliedtothesecondhalfoftheplay.Myriadaspectsoftheplayarediscussedfollowingeachsectionoftheplay,usingsmallgroupworkaswellasgeneraldiscussion.Ultimately,aunittestandessayareadministered,whichservetogaugestudents’knowledgeofmajorconcepts,abilitytoapplyandtransferknowledge,andskillsindevelopingathesis.AftersomeintroductorydiscussionofFaulkner’sTheUnvanquished,studentsreadandannotateanexcerptfromthenovel,concentratingontheunfoldingofthetragiceventsandtheplightofyoungBayardSartoris.Anessayquiz(studentshaveachoiceoftopics)isadministered.Alengthydiscussionfollows,concentratingonthecharacterizationsofBayard,JohnSartoris,Drusilla,andRingo,culminatinginananalysisofthestoryasAristoteliantragedy(anditssimilaritiestoEuripides’Oresteia).Buildingontheirknowledgeoftragedy,theclassdiscussestheElizabethan’sconceptionoftragedy.Afterapre‐testonShakespeareantragedy,Shakespeare’sKingLearisreadandannotatedindependentlyandquizzesfolloweachreadingassignment.Aplethoraoftheplay’saspectsarediscussedandanalyzedinclass,includingthesimilaritiesanddifferences

betweenSophocles’andShakespeare’sprotagonists.Specialattention,throughdiscussionandwritingassignments,isgiventoShakespeare’sskillwithlanguage.Thisisaccomplishedthroughananalysisofthecomplexitiesofselectedsoliloquies–Shakespeare’sskillfuluseofvariousrhetoricaldevicestobuildmeaning(oxymoronicspeech,allusions,etc.).ThestudyofKingLearconcludeswithaunittestandessay,aimedatascertainingstudents’growthaswritersandanalysts.Finally,studentstakeablindreadquiz(MC)onanexcerptfromShakespeare’sRichardIIinpracticefortheAPtest.







RL.11‐12.10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingas


Gaininsightintotheeffectsofstructureonthecommunicationofideas. AppreciatehowElizabethanEnglishhasinfluencedmodernEnglish. Applyskillsdevelopedthroughtheanalysisofselectedsonnetstootherpoems. Writeinaclearandconcisemanner,usingvariedsentencestructure.


Sonnetformisguidedbystructure,thusdeterminingthepresentationanddevelopmentofideas.

Inqualitypoetry,rhymeschemereflectssignificantwordchoices,oftencontributingtothemeaningofthepoem.

Syntaxinpoetryisusednotonlytosustainmeterandrhyme,buttoemphasizekeyideas.

Rhetoricaldevicesenhancethepresentationofideasandaidinthebuildingoftone.

ESSENTIALQUESTIONS Howdoessonnetformimpactuponthe

presentationofapoet’sideas? Howcanrhymecontributetomeaning

inpoetry? Howdoesapoet’schoiceofimagery,

figuresofspeech,andotherpoeticdevicesaffectthereader’sinterpretationofpoetry.


Thestructuresofthefourmajorsonnetforms.

Themeaningandusageofvariousliterarydevices.

Neededbackgroundinformationonpoetsandpertinentsocietalissues.

Studentswillbeskilledat… Determiningtheformofsonnetsand

howthestructurecontributestothebuildingofmeaning.

Identifyingandanalyzingtheuseofvariousliterarydevicesinsonnets.

Applyingknowledgeandskillsgleanedfromanearlierstudyofpoetrytotheanalysisofunfamiliarpoems.

neededatthehighendoftherange.

Writing






Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsof

Analyzingthedevelopmentofconceitsinpoetry.

Identifyingthetoneofsonnetsandhowthetoneisdevelopedthroughvariousmeans.

thetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.




W.11‐12.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,wellchosendetails,andwell‐structuredeventsequences.

Engageandorientthereaderbysettingoutaproblem,situation,orobservationanditssignificanceestablishingoneormultiplepoint(s)ofview,andintroducinganarratorand/orcharacters;createasmoothprogressionofexperiencesorevents.

Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwholeandbuildtowardaparticulartoneandoutcome(e.g.asenseofmystery,suspense,growth,orresolution).

Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconveyavividpictureoftheexperiences,

events,settingand/orcharacters. Provideaconclusionthatfollowsfrom

andreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.Speaking/Listening

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,anda

rangeofformalandinformaltask.

SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.


Goodorganizationalskills Structureofideas Qualityofinsights Qualityofdiscussion Attentiontodetail Attentiveness Rubrics

PERFORMANCETASK(S): AfterastudyofPetrarchansonnetform,students,examinesonnetsbyWyattthroughclass

discussion,concentratingonhowthestructureofthesonnetscontributestothebuildingofWyatt’scentralthemes.

StudentsreadasonnetfromSidney’sAstrophelandStella.Theclassisdividedintosmallgroupsandeachgroupisassignedadifferentelementofthesonnet(e.g.,apostrophe,imagery)toanalyze.Groupsconcentrateondetermininghowtheirelementaidsinthedevelopmentofthesonnet’scentralideaandthepoem’stone.Aftereachgrouphasdiscusseditsconclusions,ageneraldiscussionofhowtheelementsworkconjointlytodevelopthepoem’scentralthemetakesplace.

BlindReadQuiz(shortanswer)basedonaShakespeareansonnet. Inanexpositoryessay,studentscompareandcontrasttheprosodicdevicesSpenserand

Shakespeareuseinselectedsonnetstodeveloptheircentralconceits.

Well‐developedperspective Wellorganizedideas Insightfuldiscussion Attentiontodetail

OTHEREVIDENCE: AfteranalyzingapoembyWyatt,students,inshort,informalwritings,arguewhythe

PetrarchansonnetformSidneyemployslendsitselfbesttotheWyatt’sviewofunrequitedlove.

BlindReadQuiz(MC)onaShakespeareansonnet.


SummaryofKeyLearningEventsandInstructionTheunitbeginswithadiscussionofsonnetform,concentratingonthePetrarchanform,first.Students’attentioniscalledtotheroleofstructureinthepresentationanddevelopmentofideas,especiallytheoctaveandsestet.AclassdiscussionoftwosonnetsbySirThomasWyatttakesplace,withthestudentsanalyzinghowthePetrarchanformhelpstoconveyWyatt’scentralidea.StudentsthenaddresshowWyatt’suseofpoeticdevices(e.g.,metaphor,apostrophe)enhancesthemeaningandbeautyofthesonnet.Theconceptoftheconceitisintroducedthroughanin‐depthanalysisofWyatt’ssonnetaboutaflounderingship,concentratingontheform,useofpoeticdevices,anddevelopmentoftheconceit.Students’familiaritywiththePetrarchansonnetformanduseofpoeticdevices,likeapostrophe,isreinforcedfromtheanalysisofasonnetfromSirPhilipSidney’scycleAstrophelandStella,afterwhichanessayonstructureinthesonnetisdeveloped.AfteradiscussionoftheSpenseriansonnet,twosonnetsfromSpenser’sAmorettiareexamined,aquiz(written)beingadministeredononeofthesonnets.SkillspreviouslyexploredarereinforcedthroughtheexplorationofSpenser’ssonnets.AfteradiscussionofthestructureoftheShakespeareansonnet,fourofShakespeare’ssonnetsareexaminedfortheeffectivenessoftheform,useofrhetoricaldevices,anddevelopmentoftheme.Attentionisalsopaidtotherolesofrhymeandsyntaxinthebuildingofmeaning.Inthecourseofthisstudy,quizzes(one,shortanswerandtheother,MC)areadministeredpriortotheextendedanalyses.Theunitconcludeswithacompare/contrastessayinvolvingaSpenserianandaShakespeareansonnet.Students’analyticalandwritingskillsarefurtherdevelopedthroughthisassessment.


ESTABLISHEDGOALSReadingRL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.






MakeconnectionsbetweenelementsofRealismandcontemporaryliterature. AscertainhowthetypicalprotagonistofRealisticfictionexhibitstraitsthataretimeless. Gaininsightintohumanpsychologyandtheworkingsofthehumanmind. Evaluatetheramificationsofambitioninvarioustextsandthecontemporaryworld..

Meaning

UNDERSTANDINGSStudentswillunderstandthat…

Realismgrewoutofanevolvingperspectiveontheworld.

Greedandambitioncanresultindebilitatingconsequencesforindividualsandcommunities.

Hallmarksofanauthor’sstylehelptomakeanovelcohesiveandbuildmeaning.

Charactersinnovelsaredevelopedthroughmethodsthatextendbeyondtheplot.

ESSENTIALQUESTIONS HowdothecharacteristicsofRealism

helptopresentaportraitofnineteenth‐centuryFrenchsociety?

InwhatwaysisRastignacdevelopedasatragichero?

HowarethetenantsoftheMaisonVacquerdevelopedasrealistic“charactertypes.”


ThechiefcharacteristicsofRealism. Howapsychologicallandscape

functionsinliterature. Themarkeddifferencesbetweenvirtues

andvices. Stylisticdevices(e.g.,selectionofdetail,

allusions)usedbyBalzacinthenovel.

Studentswillbeskilledat… Usingevidencefromthetextto

substantiatecontentionsaboutcharacterdevelopment.

Recognizingtowhateffectstylisticdevices(e.g.,allusions,hyperbole)areutilizedtodelineatecharactersinanovel.

Forminganddevelopingathesisthatusesbothquotationsandparaphraseasproof.



RI.11‐12.7Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(visually)aswellasinwordsinordertoaddressaquestionorsolveaproblem.



Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.

Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,and

clarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.



L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhenwritingorspeaking.

Applytheunderstandingthatusageisamatterofconvention,canchangeovertime,andissometimescontested.




L.9‐12.4Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrades9‐12readingandconvent,choosingflexiblyfromarangeofstrategies.

Usecontext,aword’spositionorfunctioninasentence,asacluetothemeaningofawordorphrase.

Consultgeneralandspecialized

referencematerials,bothprintanddigital,tofindthepronunciationorclarifyitsprecisemeaning,itspartofspeech,itsetymologyoritsstandardusage.



o Workwithpeerstosetrulesforcollegialdiscussionsanddecision‐making(e.g.,informalconsensus,takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividualrolesasneeded.

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextand

analyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.SL.11.12.2Integratemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.visually,quantitatively,orally)inordertomakeinformeddecisionsandsolveproblems,evaluatingthecredibilityandaccuracyofeachsourceandnotinganydiscrepanciesamongthedata.


Insightfulandsophisticateddiscussion Well‐developedandorganizedideas Well‐supportedideas Attentiontodetail Qualityofcontributions Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐TestonRealism StudentsreadandannotateassignedsectionsofPereGoriot,analyzingthemethodsBalzac

utilizestodevelopthecentralideasandcharacters. Quizzesonassignedreadingsfromthenovel.Quizzesaredesignedasmini‐essays. Studentsconstructantimedessayonthenovel,thetopicbeingdrawnfromanAPstyle

prompt. Unittestonthenovelthatassessesstudents’graspofBalzac’sstyleandthematicconcerns. Quiz(MC)onanexcerptfromaRealisticnovel.

Sophisticatedexpressionofideas Useofvariedsentencestructure Abilitytoreviseandedit Useofmediaresources

OTHEREVIDENCE: UsingtheiriPads,students,insmallgroups,researchamythologicalorhistoricalfigure

Balzacusesasanallusioninthenovel,connectinghisorhersignificancetohisorheruseinthenovel.

Revisionoftimedessay,allowingstudentstheopportunitytorefinetheexpressionoftheirideas.

UsingtheiriPads,students,insmallgroups,researchanassignedRealisticnovelist,ascertaininghisorherliterarymeritandnotingcomparisons/contraststoBalzac.


Followingapre‐test,theunitopenswithadiscussionoftheliterarymovementknownasRealism,concentratingonitsviewofmanandsocietyanditsstylisticcharacteristics.Thisisfollowedbyadiscussionofthecareer,style,andthematicconcernsofHonoredeBalzac,especiallyinTheHumanComedy.TheopeningpagesofthefirstsectionofPereGoriotarereadandexamined,notinghallmarksofhisRealisticstyle(e.g.,selectionofdetail,hyperbolicspeech).Studentsreadandannotateassignedsectionsofthenovel,forminganappreciationofnotonlyBalzac’sthemes,buthisstyle,aswell.AsstudentsbecomemorefamiliarwithBalzac’sstyleandRealism,especiallyhisuseofallusions,theyresearchanassignedmythologicalorhistoricalfigurealludedtointhenovel,notinghowBalzacutilizeshimorhertogeneratemeaninginthenovel.ClassdiscussionsfocusnotonlyonBalzac’sthemesandstyle,butalsoonRastignacandGoriotastragicfigures.Anexplorationoftheroleoffatherhood,thecorruptionofinnocence,andthedebilitatingnatureofvaultingambitionareconsideredthroughclassdiscussionsandin‐classwritings.Students,eventually,usetechnologytoresearchanassignedRealisticnovelist,makingconnectionstoBalzacandthenovel.Ultimately,studentswriteatimedexpositoryessayonatopicsimilartothoseusedastheopen‐endedquestionontheAPtest,whichservesasapost‐test.Iftimepermits,studentsreviseandedittheiressays.






Writing

W.9‐12.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.


Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfrom


Makeconnectionsbetweentheliteratureofsuccessiveperiods. Contraststylesofwritinginsuccessiveperiods. Compareandcontrastattitudestowardmajorsocietalissuesduringdifferenthistorical

periods. Effectivelycommunicatesophisticatedthoughtthroughbothwritingandspeaking.


Literarymovementsgrowoutofpreviousmovements,oftenbeingreactionary.

Structureandformplaysignificantrolesinthedevelopmentofperspectiveintexts.

Anauthor’sstylereflectshisorherpersonalexperiences,perspective,andartistry.

Toneinpoetryisbuiltthroughacomplexinterweavingofliteraryelements.

ESSENTIALQUESTIONS HowdidtheMetaphysicsadaptand

developideasgleanedfromtheRenaissance?

HowdidthestyleofthemetaphysicsdifferfromtheRenaissancepoets?

InwhatwaysdidtheMetaphysicsconsiderthedramaandvalueofhumanexistenceintheirpoetry?


Thecharacteristicsofmetaphysicalpoetry.

Howapracticalsyllogismisstructured. Howconcretepoemsarestructured..

Studentswillbeskilledat… Identifyingandanalyzingtheuseof

poeticdevices,especiallyconceits,inpoetry.

Notinghowpersonalstyleimpactsthethematicpoweroftexts.

Writinginaclear,lucidmanner,using

alternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.






Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogyto

evidencefromthetextassupport.

managethecomplexityofthetopic. Establishandmaintainaformalstyle

andobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.


W.9‐12.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade‐specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhen

readingorlistening.L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.Speaking/Listening

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.


Incisivenessofclassdiscussion Writingstyle Sophisticationoforalarguments Useofsupportingdetailsinwritingand

speaking. Rubrics

PERFORMANCETASK(S): Assessmentofthequalityofthoughtduringclassdiscussionsonvariousmetaphysical

poems. BlindReadQuiz(shortanswer)ononeofDonne’sHolySonnets. BlindReadQuiz(MC)onapoembyHerbert. Short,informalin‐classwritingsonselectedtopicspertainingtotheclass’sstudyof

metaphysicalpoems.

In‐class,timedessayonanAPstylequestion,basedonapreviouslyanalyzedpoem.

Transferofskillsinwriting Writingstyle Analyticaldevelopment

OTHEREVIDENCE: Students,usingknowledgeandskillsgarneredfromtheirstudyofconcretepoetry,create

theirownconcretepoem,apoemthatdevelopsaspecifictheme. BlindReadQuiz(MC)onanunstudiedmetaphysicalpoem.


Theunitbeginswithabriefhistoricaloverviewofsignificantchangesduringtheseventeenth‐century.Studentsnotechangesinthoughtandattitudestowardlife,existence,andsociety.Specialattentionisgiventoculturaladvancesandsocietalconcerns.ThisisfollowedbyareviewofthecharacteristicsofRenaissancepoetryandadiscussionofthestylistichallmarksofmetaphysicalpoetry(handout).StudentsascertainhowtheperiodofmetaphysicalpoetrywasbothanoutgrowthofandreactionagainstthepoeticconcernsandconventionsoftheRenaissance.ThestudyofmetaphysicalpoetrybeginswithKatherinePhilipspoem“OrindatoLucasia,”apoemthat,throughclassdiscussion,isanalyzedforitsdevelopmentofaconceit,useofsensoryimagery,allusions,andstructure.AfteradiscussionoftheimportanceofJohnDonne,oneofhissecularpoemsisdiscussedandanalyzedinclass.Studentsofferinsightsintohiscomplexportraitofloveanddevotionthroughhisemploymentofnumerousliterarydevices(e.g.,puns,diction,synecdoche),culminatinginadiscussionofhisdevelopmentofametaphysicalconceit.Throughablindreadquiz(shortanswer)andclassdiscussion,selectedsonnetsfromDonne’sHolySonnetsareexplored,reinforcingstudents’abilitytoreadandanalyzeonasophisticated,analyticallevel.Theconceptofthepracticalsyllogismisintroducedandexploredthroughtheclass’sconsiderationofsyllogisticpoemsbyDonneandAndrewMarvell.Duringtheexplorationofthesetwopoems,studentscompleteshort,informalwritingsonthepoets’useofspecificliterarydevices(e.g.,allusions,imagery,hyperbole)tobuildmeaningandthemeintheirpoems.Ablindreadquiz(MC)isadministeredonapoembyGeorgeHerbert,designedtogaugestudents’individualanalyticalprogress.Afteraconsiderationofthiscomplexpoem,thegenreofconcretepoetryisintroducedthroughananalysisofWilliamBurford’stwentieth‐centurypoem“AChristmasTree.”Studentsnotehowstructure,shape,andimagerybuildtoneandmeaninginthepoem.Theexplorationofmetaphysicalpoetryculminatesinanin‐classanalysisofaconcretepoembyHerbert.Beyondananalysisoftheactualpoem,studentsmakeconnectionsbetweenHerbert’sseventeenth‐centuryapproachtopoetryandBurford’stwentieth‐centuryapproach.Duringtheentireunit,studentscitecharacteristicsofmetaphysicalpoetryinthetexts,thusreinforcingtheirabilitytoanalyzepoemsfromastylisticperspective.Theunitendswithatimedwritingonapoemstudiedinclassandaunittest.






RL.11‐12.10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.

WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficient


Analyzesatiricalfiguresandtopicsinthecontemporaryworld. Evaluatetheeffectivenessofsatireinwrittenandoralform. Interpretanindividual’ssenseofidentityindifferentways,basedupontextualevidence..

Meaning

UNDERSTANDINGSStudentswillunderstandthat…

Neoclassicismgrewoutofareactiontothecomplexitiesofmetaphysicalpoetry.

Aneffectivesatirecanbeaccomplishedthroughvarioustechniques.

Allusionsareemployedtodevelopsignificantideasintexts.

Womenweredeniedcertainrightsandopportunitiesduringtheeighteenth‐centurythattheyenjoytoday,impactingupontheirsenseofidentity.

ESSENTIALQUESTIONS HowdidNeoclassicalthoughtgrowout

ofanddifferfromideasembracedbyanearliergeneration?

Whatisthepurposeofsatireandwhatareitschieftools?

Whatwasthepositionofwomeninsocietyduringtheeighteenth‐century?

t


ThechiefcharacteristicsofNeoclassicisminliterature.

Toolsofsatire. Thepurposeoftheelegyandode. Variousmetricalpatterns(e.g.,

tetrameter)inpoetry.

Studentswillbeskilledat… Recognizingandanalyzingtheelements

ofsatire. Analyzing,inwrittenform,thetoolsand

devicesanauthorutilizesinordertoaccomplishasatire.

Determiningthecharacteristicsofanauthor’sstyleandhowtheycombinetodevelopperspective.

Determininghowtoneisbuiltinbothproseandpoetry.

evidence. Introduceprecise,knowledgeable

claim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.











W.9‐12.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.


L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

Observethehyphenationconventions Spellcorrectly




o Respondthoughtfullytodiverse

perspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.


Insightfulandsophisticateddiscussion Well‐developedandorganizedideas Well‐supportedideas Attentiontodetail Qualityofcontributions Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐TestonNeoclassicism Quiz(shortanswer)onDryden’shymn. Quiz(shortanswer)onanessaybyAddison. AnalyticalpaperonthedevelopmentofsatireinanessayfromBushworld. BlindReadQuiz(MC)onaNeoclassicalpoem(post‐test).

Evidenceofcriticalthinkingskills Speakingwithclarityandpurpose

OTHEREVIDENCE: In‐classdiscussion/analysisofNeoclassicalproseandpoetry–Evaluationofstudent

discussion.


ThisrelativelyshortunitfocusestheNeoclassicalperiodofwritinginEngland,exploringbothproseandpoetry.Theunitbeginswithalecture/discussionontheAgeofReason,itschiefcharacteristicsandemphasisonintellectualreasoning.ThisisfollowedbyadiscussionofNeoclassicism(handout),itsareasofemphasis,stylistichallmarks,chiefwriters,andrelationshiptothewritersoftheseventeenth‐century.Agreatdealofattentioninthisunitisdevotedtosatireanditstools.First,anodeandahymnbyJohnDrydenareanalyzed.Theclassdiscussionoftheformerpoemconcentratesonboththesatiricalandelegiacaspectsofthepoem,introducingmetricalelementslikethealexandrineandtheodeasaliteraryform.Throughtheanalysisofthepoem,studentsgainexperienceintheanalysisoftheusesandeffectsofmeterandrhymeasDrydensatirizescontemporarypoets.Ablindreadquiz(shortanswer)isadministeredonthehymn,whichisfollowedbyadiscussionofDryden’suseofstructureinthepoem.SatiricalNeoclassicalproseisexploredthroughtwoessaysfromTheSpectatorbyJosephAddison,essaysthat,throughAddison’suseofform,tone,andvariousliterarydevices,skewertheshallownessandfoolishnessoftheyouthfulgentryoftheperiod.ThisleadsintoananalysisofaselectedessayfromMaureenDowd’scollectionofessays,Bushworld.StudentswriteashortanalyticalpaperonDowd’ssatiricalportraitofGeorgeBush,concentratingontwoliterarydevicessheutilizestofashionherattackonBush.ThelasttextstudiedisashortlyricbyAnneFinch,“OnMyself.”BesidesanalyzingthepoeticdevicesFinchusestoconveyherportraitofherself,thediscussionextendstoherconveyanceofawoman’splaceinearlyeighteenth‐centurysociety.Thisleadsintoadiscussionofthesimilaritiesanddifferencesbetweenwomenineighteenthandthetwenty‐firstcenturysocieties.Anessay,modeledonanAPstylequestion,willbewrittenonapoembyDrydenorFinch,thestudentsbeinggivenachoiceoftexts.Aquiz

(MC)onanunfamiliarNeoclassicalpoem,whichservesasapost‐test,assessesstudents’analyticalprogress.


ESTABLISHEDGOALSReadingRL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.






Identifyanddescribedifferentstylesofwrittenandoralcommunicationinliteratureandeverydaylife.

Interpretthemeaningofwrittenmaterialonmorethanonelevel. Compareandcontrastthecontentionsofliterarycriticsacrosscenturies.


Theliteratureofcertainwritersoftendisplaysthecharacteristicsofdiversemovementsinliterature.

Themock‐heroicstyleofwritingincorporateselementsofotherstylesofwritinginordertosatirizesubjects.

Dialectisutilizedintextstocharacterizepeopleandadvanceideas.

Sometextscanbeinterpretedonmultiplelevels,basedupontheevidenceinthetext.

ESSENTIALQUESTIONS HowdoesthepoetryofthePre‐

RomanticsdisplaycharacteristicsofbothNeoclassicismandRomanticism?

Howdopoetsusetheirpersonalstylestotransmittheirperspectivesonimportantissues?

Whyisliterarycriticismavaluabletool?


TheprimarycharacteristicsofNeoclassicism

TheprimarycharacteristicsofRomanticism

Neededbackgroundinformationonpoets.

Theelementsoftraditionalheroicliterature.

Thedefinitionofanaphorism.

Studentswillbeskilledat… Identifyingandexplicatingelementsofa

writer’sstylewithintexts. Interpretingtheuseandpurposeof

dialectorcolloquiallanguagewithinatext.

Interpretingtextsonmorethanonelevel.

Supportinginterpretivecontentionsinwritingandspeaking.

Incorporatingliterarycriticismintoa



RI.11‐12.7Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(visually)aswellasinwordsinordertoaddressaquestionorsolveaproblem.




Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,and

Howtolocatequalityresearchmaterial. MLAformat.

paper.

clarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.



W.11‐12.8Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,audience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandfollowingastandardformatforcitation.





L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhen

readingorlistening.


L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.Speaking/ListeningSL.9‐12.1Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐ledwithdiversepartnersongrades9‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.)o Cometodiscussionsprepared,havingread



o Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,when

warranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.


Incisivenessofclassdiscussion Writingstyle Formattingandstructure Sophisticationoforalandwritten

arguments Useofsupportingdetailsinwritingand

speaking. Rubrics

PERFORMANCETASK(S): Classdiscussionofdiversestylistic/thematicelementsinBurns’poetry–Assessmentofthe

qualityofstudents’oralcontributionsandinformalwritings. BlindReadQuiz(shortanswer)onGray’sode. UnitTestonthePre‐Romantics. Formalpaperbasedonliterarycriticism:Eachstudentchoosesanovelfromalistof

suggestedtitlesforoutsidereading.Eachstudent,then,developsathesisthatisexploredthroughtheuseofqualityliterarycriticism(e.g.,CLCs,TCLCs).Studentsfollowtheparametersoftheassignment,usingtheMLAformat.

Sophisticatedexpressionofideas Useofsupportingevidence

OTHEREVIDENCE: ClassdiscussiononmultipleinterpretationsofapoemfromBlake’sSongsofExperience:

Students’abilitytointerpretandsubstantiatecontentions.


ThisunitexploresanumberofwritersthatformatransitionalgroupbetweenNeoclassicismandRomanticism.ReferredtoasPre‐Romantics,theirwritingexhibitscharacteristicsofbothNeoclassicismandRomanticism.StudentsarefamiliarizedwiththecharacteristicsofRomanticismthroughthediscussionofahandoutonthemovement,notingthedifferencesinsubjectmatter,style,andformwiththeNeoclassicists.TwopoemsbytheScottishpoetRobertBurnsareanalyzedinclass.BurnsuseoftheScottishdialectisdiscussedatlength.EachpoemisalsoanalyzedforBurns’approachtothematicdevelopmentthroughsetting,methodsofcharacterization,tone,anduseofliterarydevices.Students,attheendofthediscussionsofeachpoem,citeelementsofNeoclassicismandRomanticismineachpoem,defendingtheircontentionsinshort,informalwritings.Twopoems,anodeandanelegy,byThomasGrayareexplored,next.Beforethestudyoftheode,studentstakeablindreadquiz(shortanswer),aimedatascertainingthedevelopmentoftheiranalyticalskills.Theodeisanalyzedchieflyasanexampleofthemock‐heroicstyle,aformofsatire.Incontrast,theelegyis

examinedforitsmelancholictoneanddepictionofman’sexistence.AdiscussionofthevalidityoftheaphorismsutilizedinBurnsandGrays’poemslinksthetexts.ContrastingpoemsfromWilliamBlake’scollectionsSongsofInnocenceandSongsofExperienceareanalyzedindepth,concentratingonhowthetwoversionsdevelopcontrastingperspectivesonsocietythroughBlake’sincisiveuseofconnotativediction,imagery,andotherliterarydevices.Finally,anadditionalpoemfromSongsofExperienceisexaminedfromseveralcriticalperspectives.Studentsareintroducedtotheideathatsometextslendthemselvestomultipleinterpretations,basedontheevidenceinthetextitself.Assuch,theclassdiscussesthepoemfromfourcriticalperspectives:Archetypal,Sociological,Feminist,andFreudian.Atestdesignedtoassessthestudents’progressinanalyticalandwritingskillsisadministeredattheendoftheunit.Note:Duringthisunit,whichrequireslittleoutsidereading,eachstudentwillcompleteashortpaperusingliterarycriticismtosubstantiatetheirclaims.Thisreinforcesextendedwritingskillsdevelopedearlierintheirhighschoolcareers,providespracticeinMLAwriting,andintroducesthemtosourcesofliterarycriticismmostlikelyunknowntothem.



RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.






Gaininsightintohowmajorworldeventscanhaveprofoundeffectsonindividualsaswellassocieties.

Applyideasaboutnarrativeperspectivetootherworksandtexts. Identifyhowsymbolismfunctionsinbothliteratureandreallifeformsofcommunication.


WorldWarIhadadevastatingeffectonthepsychologyofmanyAmericans,alteringtheirviewofpeopleandsociety.

Narrativeperspectiveisatoolthatauthorsusetoinfluencethereader’sperceptionofeventsandcharacters.

Workscansometimesbereadallegorically,thusbroadeningthescopeoftheirthematicvisions.

ESSENTIALQUESTIONS HowdidWorldWarIaffectWilla

Cather’sviewofcivilizationandinfluenceherwriting?

Howdothecharactersandeventsinthenovelreflecttheeffectsofmaterialismontheworldanditssenseofvalues?

Inwhatwaysdoauthorsutilizesymbolstodelineatecharactersanddevelopthemes?


Theplot,setting,andmajorandminorcharactersinthenovel.

Pertinenthistoricalandculturalinformationabouttheauthorandthe1920s.

ThemeaningofstylisticdevicesusedbyCather,suchasindirectdiscourse.

Studentswillbeskilledat… Interpretinginterrelatedsymbolsand

applyingtheirsignificancethematicallytoawork.

Ascertainingawriter’sperspectiveontheworld,usingconcreteevidencefromthetexttovalidatecontentions.

Analyzingtheeffectofnarrativetechniqueonthereader’sperceptionofeventsandcharacters.

Writinginaclearandconcisemanner,usingvariedsentencestructureandeffectivediction..







Developthetopicthoroughlyby

selectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.







L.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

Observethehyphenationconventions Spellcorrectly





SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamong

ideas,wordchoice,pointsofemphasis,andtoneused.

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.


Well‐developedandorganizedideas Well‐supportedideas Attentiontodetail Qualityofcontributions Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐testonAmericancultureintheearlytwentieth‐century. Quizzes–Onequiz(MC)oneachofthetwosectionsofthenoveltoascertainthedepthof

thestudents’reading. SocraticseminaronCather’sextensiveuseofsymbolisminthenovel. Essay–ThetopicforthequestionisphrasedsimilarlytotheAPQuestion#3,inwhich

students’analyzeasignificantcomponentofthenovelandhowitrelatestothemeaningoftheworkasawhole.

UnitTestonthenovel,designedtogaugestudents’progressintheanalysisofcomplexareasofanalysis.

Insightfulandsophisticateddiscussion Explicatedannotations Qualityofanalyticalthought Rubrics

OTHEREVIDENCE: Annotationsoneachsectionofthenovel. ClassDiscussions–Evaluationofstudents’contributionsandlevelofinsight.


SummaryofKeyLearningEventsandInstructionThisunitexploresdiverseelementsinWillaCather’snovelALostLady.Beforestudentsbegintoactuallyreadthenovel,apre‐testandalecture/discussionofCather’scareer,themes,andstyletakesplace.IndividualandsocietalreactionstoWorldWarI(“Thewartoendallwars”)areexplored,especiallyonhowtheramificationsofthewarimpacteduponCatherandthe“LostGeneration”ofAmericanwriters.Cather’sstyle,especiallyheruseofindirectdiscourseandsymbolism,follows.Studentsreadandannotatethenovelintwoparts,withaquiz(MC)followingtheirreading/analysisofeachpart.Eachsectionofthenovelisdiscussedandanalyzedindepth,consideringhervisionofthedeclineofvaluesandmoralityinthemodernworldthroughherintricateuseofelementssuchassetting,methodsofcharacterization,selectionofdetail,extendedmetaphors,andsensoryimagery.ASocraticseminartakesplace,focusingonthemyriadsymbolsCatherusestobuildmeaninginthenovel.ThedeclineofCaptainForresterandMarionForresterandriseofIvyPetersisexploredthroughthelensofthenovel’snarrator,NielHerbert.Thisdiscussionserves,inpart,asanexerciseintheanalysisofnarrativeperspective.Ultimately,Cather’siconicportrayaloftheMidwestanditsinhabitantsisanalyzedfromthestandpointofanallegoryofmodernAmerica.Aftertheanalysisofthenoveliscompleted,aunittestisadministered(post‐test).Additionally,anAPstyleopen‐endedquestiondealingwiththethematictopicofmaterialismisaddressedthroughanin‐classessaythatisassessedusingtheAPrubric.








Introduceprecise,knowledgeable


Identifyhowattitudestowardnatureplayasignificantroleinliteratureandlife. Analyzehowmaterialismaffectsindividualsandculturesonaprofoundlevel. Communicate,develop,andsupportideaseffectivelyinwritingandspeaking.


Romanticismprojectedaspecificviewofman,civilization,culture,andart.

Poetsshapeanddevelopstructuresandideasinahighlypersonalway.

Theconnotationsofwordsareaffectedbythecontextsinwhichtheyareused.

ESSENTIALQUESTIONS HowdidtheRomanticsregardman’s

roleintheworldandsociety? WhatwastheRomanticsattitude

towardnature? HowdidtheRomanticsadaptearlier

formsandwritingtechniques,utilizingthemtodeveloptheirownthemes?


TheprimarycharacteristicsofRomanticism

ThePetrarchansonnetform Thedenotativemeaningofliterary

terms,suchasmetonymy. Figuresofspeechthataffectthe

interpretationoflanguage.

Studentswillbeskilledat… Identifyingandanalyzingtheuseof

poeticdevicesinpoetry. Notinghowpersonalstyleandaviewof

theworldimpactsthethematicpoweroftexts.

Writinginaclear,lucidmanner,suingevidencefromthetextassupport.

claim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.





L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,

punctuation,andspellingwhenwriting. Observethehyphenationconventions Spellcorrectly





<


Incisivenessofanalysis Writingstyle Sophisticationofwrittenarguments Useofsupportingdetailsinwriting. Rubrics

<

PERFORMANCETASK(S): Pre‐TestonRomanticism BlindReadQuiz(MC)onaWordsworthpoem,dealingwiththeuseofpoeticdevicestobuild

meaning. BlindReadQuiz(shortanswer)onColeridge’s“FrostatMidnight,”dealingwiththe

developmentofathesis. BlindReadQuiz(MC)apoembyKeats,analyzingtheuseofrhetoricaldevices. UnitTestonRomanticism,gaugingthedevelopmentofstudents’analyticalprowess.

Sophisticatedexpressionofideas Useofsupportingevidence Abilitytoworkasacohesivegroup Analyticalskill

OTHEREVIDENCE: ClassDiscussionsonRomanticverse,duringwhichstudents’displayanalyticalprogress

throughsubstantiatedthought. SmallGroupAnalysisofanodebyKeats,concentratingondiverseaspectsofthepoem’s

construction. BlindReadQuiz(MC)onasonnetbyTuckerman.


ThisunitontheRomanticmovementinEnglandbeginswithareviewofthecharacteristicsofRomanticism(pre‐test)andtheestablishedRomanticviewofmanandcivilization.TheunitbeginswithaconsiderationofthepoetryofWilliamWordsworth.ApoemaddressedtoWordsworth’ssisterisexaminedthroughaclosereadinginclass,emphasizinghisuseofpoeticdevicessuchasconnotativediction,imagery,andmetonymy.Wordsworth’sthemeoftherestorativepowerofnatureisalsoaddressedthroughthepoem’sstanzaicformanduseofmeterandrhyme.Next,students’takeablindreadquiz(MC)onapoemdealingwithyouthandnaturebyWordsworth,followedbyanin‐depthdiscussionofthepoem’sconsiderationofnaturethroughelementssuchassensoryimageryandvoice.Wordsworth’sviewofthedestructivepowerofmaterialismisexaminedthroughoneofhissonnets,indicativeoftheRomantics’callforsocialandpersonalchange.AdiscussionofSamuelTaylorColeridgeandtheformknownastheconversationpoemsucceedsthediscussionofWordsworth.StudentscompleteaBlindReadQuiz(choiceofshortanswertopics)on“FrostatMidnight,”afterwhichadiscussionofthepoemasaconversationpoemanduseofpoeticdevicestobuildtoneandmoodensues.ThecareerofSirWalterScottandhispopularizationofthehistoricalnovelisfollowedbyaclassdiscussionofhisshortlyric“TheDrearyChange,”apoeminwhichperspectiveisexamined.AfteradiscussionofJohnKeatsandhisliteraryoutput,studentsanalyzeanearlysonnetbyKeatsandanalyzehowthetoneinconveyedthroughdiverseliterarydevices,suchasallusions.Students,then,takeablindreadquizonamoreintricate,seasonalpoembyKeats,followedbyananalysisofthepoem’scomplexinterweavingofcomponents,suchaspersonificationandsoundimagery.Finally,asmallgroupdiscussiononanodebyKeatstakesplace,illustratingstudents’abilitytopullapartapoemandanalyzehowindividualcomponentscontributetothebuildingofthematic

meaning.Theunitculminateswithatestthatassessesstudents’abilitytothoughtfullydiscussaspectsofRomanticismandthebuildingofmeaninginstudiedpoetryandablindread(MC)ofasonnetbyFrederickGoddardTuckerman(post‐test).

Quarter3–Unit4

Stage1DesiredResultsESTABLISHEDGOALSReadingRL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.




RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasiveness


Reflectontheinfluenceoftopicaleventsonart. Viewcertainideasandvaluesasuniversalandtimeless. Ascertainhowattitudestowardraceandgenderareconstantlyevolving.


ThewritingstylesoftheVictorianandEdwardianwriterswereheavilyinfluencedbychangesintheworld.

VictorianandEdwardianliteraturedisplaysamoreliberalattitudetowardsocialissuesthanpreviouseras.

Toneisgeneratedthroughacomplexinterrelationshipbetweenliterarydevices.

ESSENTIALQUESTIONS HowdoestheliteratureoftheVictorian

andEdwardianperiodsreflectanawarenessofachangingworld?

InwhatwaysdoesVictorianandEdwardianpoetryandprosechampionthevalueofpersonalrelationshipsinthefaceonanunstableworld?

Whatroledoesraceandgenderplayinthedevelopmentofliteratureoftheperiod?


Literarydevicespreviouslystudiedinpoetry.

Pertinentbackgroundinformationonwriters,movements,andhistory.

Studentswillbeskilledat… Analyzingtheuseofliterarydevicesin

bothpoetryandprosetobuildmeaning. Ascertainingawriter’sperspectiveon

aspectsoflifethroughhispresentationofmaterial.

Writinginaclear,lucidmanner,usingevidencefromthetextassupport.

orbeautyofthetext.












L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.Speaking/ListeningSL.9‐12.1Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐ledwithdiversepartnersongrades9‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.)o Cometodiscussionsprepared,havingread

andresearchedmaterialunderstudy;

explicitlydrawonthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well‐reasonedexchangeofideas.





SL.9‐12.5Makestrategicuseofdigitalmedia(e.g.textual,graphical,audio,visual,andinteractiveelements)inpresentationtoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.

Stage2‐Evidence

EvaluativeCriteria AssessmentEvidence Insightfulandsophisticateddiscussion Well‐developedandorganizedideas Well‐supportedideas Attentiontodetail Qualityofcontributions Writingstyle Rubrics

PERFORMANCETASK(S): Pre‐TestonVictorianandEdwardianculture. Quizzes(written)onpoemsbyD.G.RossettiandYeats. Socraticseminaron“GoblinMarket.” ShortthematicwritingonaHousmanpoem. Quiz(written)onanessayfromTwilightinItaly. In‐classessayonAPassagetoIndia,emphasizingthedevelopmentandsupportofthesis.

Varietyandqualityofannotations Writingstyle Analyticalthought Defenseofcontentions

OTHEREVIDENCE: Studentannotationson“GoblinMarket.” ClassDiscussionsofpoetryandprose. ClassDiscussionofBarber’ssettingof“DoverBeach.” QuizzesonAPassagetoIndia


Apre‐testonaspectsofVictorianandEdwardianEnglandprecedesthestudyoflatenineteenth‐centuryandearlytwentieth‐centuryEnglishpoetryandprose.FollowingashortdiscussionofthePre‐Raphaelitemovement,thepoetryofDanteGabrielRossettiandhissisterChristinaareexplored.ThemaleRossetti’spoetry,excerptsfromhiscycleTheHouseofLife,isanalyzedforsonnetform,useofimageryandallusions,andthematicvision.Ablindreadquiz(MC)ononeofthesonnetshelpstoascertainstudents’analyticaldevelopment.Christina’sshortlyric,“Song,”isanalyzedforitsdeceptivesimplicity,concentratingonheruseofconnotativedictionandinferentiallanguage.Adiscussionofthepoemasreflectiveofablossomingfeministspiritinlatenineteenth‐centuryEnglandemergesfromthestudyofthepoem.AfterstudentshavereadandannotatedChristina’s“GoblinMarket,”aSocraticseminaronthepossibleinterpretationsofthecomplexlysymbolicpoemtakesplace.Afterthis,theunitmovestotheverydifferentpoetry(whencomparedtotheRossettis’)ofA.E.Housman.SeveralpoemsfromhisAShropshireLadareanalyzed,bothinoralandwrittenform.AshortanalyticalwritingisassignedonthedevelopmentofHousman’stoneandviewofexistenceinoneofthepoems.ThecomplexitiesofMatthewArnold’s“DoverBeach”arethenaddressed.Inconjunctionwiththisanalysis,SamuelBarber’ssettingofthepoeminplayedanddiscussedinclass,thestudentsdiscussinghowBarber’ssettingcapturesorfailstocapturethemoodandtoneoftheArnoldpoem.Ablindreadquiz(shortanswer)onapost‐WorldWarIpoembyW.B.Yeatsfollows,aswellasaconsiderationofoneofhispoemsthatprojectshistheoryofhistory.BothpoemsbyYeatsareapproachedasindicativeofhisEdwardianstyleandthematicconcerns.TwotravelessaysfromD.H.Lawrence’sTwilightinItalyareanalyzed(theanalysisofonebeingprecededbyawrittenblindread)forLawrence’svisionofthedeclineofcivilizationandbeautyasdevelopedthroughhisuseofsetting,selectionofdetail,andotherrhetoricaldevices.TheunitconcludeswiththestudyofE.M.Forster’scomplexnovelAPassagetoIndia.Aquiz(MC)opensthestudyofeachofthethreesectionsofthenovel.Students’annotationsonthethreesectionsarealsoanalyzed.Forster’sperspectiveon

humanityandsocietyisexploredthroughhismethodsofcharacterization,thetriadicstructureofthenovel,hisuseofimageryandsymbolism,andhisthematicmantra,“Onlyconnect.”ThestudyofForsterconcludeswiththein‐classwritingofanessay,designedtoreflectatypicalAPprompt.


ESTABLISHEDGOALS<Reading







Compareandcontrastthestylesofdifferentwriters. Evaluatetheuseofstrikingsymbolismindifferenttextsandotherformsofcommunication. Gainperspectiveonthecomplexitiesofhumanpsychology. Understandhow,inliteratureandlife,someindividualscanonlygainasenseofself‐worth

throughthemiseryofothers.


Pointofviewcanbedelineatedthroughseveralartisticmethods.

Contextaffectstheinterpretationofbotheventsandcharacters.

Traditionalsymbolscanbealteredandmanipulatedbywritersforthematicpurposes.

ESSENTIALQUESTIONS Howcanexperimentswithstructure

andlanguageconveyawriter’sviewofexistence?

Howcananunconventionallydrawnprotagonistreflectanappraisalofmoderncivilization?

Dependingoncontext,howcandreamsandnightmaresbepresentedaspartofreality?

Acquisition

Studentswillknow… Theplot,characters,andsettingofthe

novella. Neededbackgroundinformationabout

Americainthe1930s. Thedefinitionsofnewliteraryterms

(e.g.,surrealism).

Studentswillbeskilledat… Identifyingandanalyzingexperimental

techniquesandhowtheyconveyawriter’sperspective.

Interpretingcharacters,images,andsymbolsinasophisticatedfashion,dependentuponcontext.

Forminganddevelopingathesisthatusesbothquotationsandparaphraseasproof.

Writing











L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhen

writingorspeaking. Applytheunderstandingthatusageisa

matterofconvention,canchangeovertime,andissometimescontested.


L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.Speaking/Listening



Goodorganizationalskills Structureofideas Qualityofinsights Qualityofdiscussion Useofsupportmaterial Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐Testonexperimentalfiction. ClassDiscussiononvariousstylisticcomponentsinthenovella. In‐classessay,basedonanoverarchingprompt. Post‐Testonexperimentalfiction. Unittestonthenovella,gaugingstudents’analyticalprogress.

Attentiontodetail Extentandqualityofessayrevisions Rubrics.

OTHEREVIDENCE: ObjectiveQuizonthenovella. Annotationsonthenovella. Revisionofin‐classessay.


Afterapre‐testonthegenreknownasexperimentalfiction,ahandoutontheelementsofthistwentieth‐centuryliterarymovementisdiscussed,callingstudents’attentiontothemajorsalientcharacteristics.Termssuchasstreamofconsciousness,roundandflatcharacters,andsurrealismarediscussedinconnectionwithfamiliarandunfamiliarworksofliteratureandpopularculture.Adiscussionofthelife,works,andwritingstyleofNathanaelWestfollows,emphasizingtheinfluenceofcultureandworldeventsonhisworkandviewofcivilization.StudentsindependentlyreadanovellaofWest’s,eitherMissLonelyheartsorTheDayoftheLocust,annotatingtheworkastheyread.Aquiz(MC)isgivenbeforethediscussion/analysisoftheselectednovella.Inbothworks,experimentaltechniques(e.g.,flatcharacters,anepisodicstyle,surrealisticevents,wastelandimagery,symbolism)aretracedandevaluatedasthestudentsrecognizeWest’sbleakportraitofmoderncivilization.Anin‐classessayonathematictopicisassigned,which,afterithasbeenassessedbytheteacher,isrevised.Apost‐testonexperimentalfictionandatestonsignificantfacetsofWest’sartistrywilltakeplaceattheendoftheunit.









Identifyandappreciatetheusesofexperimentaltechniquesinworksofliteratureandmassmedia.

Comprehendhowaworksetinaspecificsettingandtimecanbeviewedasdevelopingmeaningthattranscendstheactualparametersofthework.

Analyzehownarrativeperspectivesignificantlyaffectsthereader’sperceptionofcharactersandeventsinvarioustexts.


Thehistoryandcultureofaregionhasaprofoundimpactuponawriter’sthematicvision.

Rhetoricaltechniquesworkconjointlytoproducetopicalperspectives.

Individualsandsocieties,whendrivensolelybyavariceandself‐interest,aredoomedtodestruction.

ESSENTIALQUESTIONS Whatisachievedwhenwritersutilize

techniqueslikestreamofconsciousnessandinteriormonologues?

Howdoesnarrativeperspectiveservetodelineatecharactersanddevelopmajorideasinwriting?

Howcanaworkbeviewedasamicrocosm?


Theplotandcharactersofthenovel. Importantbackgroundinformationof

Faulknerandhisstyleofwriting. Thedefinitionofvariousrhetorical

techniques,suchasstreamofconsciousness.

Studentswillbeskilledat… Analyzingthesignificanceofdetails

whilereading. Explicatinghowpointofviewaffectsthe

presentationofcharactersaswellasthereader’sperceptionofthem.

Establishingconnectionsbetweentheusesofliterarytechniquesinvarioussectionsofawork.



Writing





L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.Speaking/Listening


SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.


Incisivenessofwrittenanalysis Writingstyle Sophisticationofideas Useofsupportingdetailsinwriting

<

PERFORMANCETASK(S): Quizon“ThatEveningSun.” Quizzesoneachsectionofthenovel. Essayonathematic/stylisticaspectofthenovel,demonstratinganalyticalandwriting

prowess. Unittestonthenovel.

<Transferofskillsinwriting Qualityofannotativethought Insightfulnessoforalarguments Rubrics

OTHEREVIDENCE: Classdiscussionofexperimentaltechniquesinthenovel. Annotationsofthenovel. Short,in‐classwritingsontopicsculledfromthediscussionofFaulkner’sstyleandthemes. In‐classdiscussionofFaulkner’sNobelPrizeSpeech.


Thisunit,whichconsidersseveralworksbyWilliamFaulkner,buildsfromthediscussionofNathanaelWest’snovellaandthecharacteristicsofexperimentalfiction.Alecture/discussionofFaulkner’sworks,style,andthematicemphasisisbaseduponseveralhandouts.Faulkner’screationofYoknapatawphaCountyasamediumforhisdevelopmentofhisoverarchingthemesisemphasized,asishiscomplexandchallengingstyleofwriting.Hisuseofexperimentaltechniques,suchasinteriormonologues,streamofconsciousness,shiftsinnarrativeperspective,andsyntacticallyconvolutedsentences,areaddressedthroughdiscussionandtheexaminationofexamples.Faulkner’screationofgenealogiesforseveralYoknapatawphafamilies,suchastheCompsonsinTheSoundandtheFury,isalsodiscussedinthecontextofverisimilitude.Handoutsonthemajorandminorcharactersinthenovel,aguideonshiftsintimeinthenovel,andstudyquestionsarethendiscussed.Beforereadingtheactualnovel,studentsread,annotate,andanalyze(quizandclassdiscussion)Faulkner’sshortstory“ThatEveningSun”asanintroductiontotheCompsonfamily.Students,then,readandannotateeachofthefoursectionsofthenovel.Aquiz(written)followseachreading,aimedatascertainingstudents’readingcomprehension,attentiontodetail,andanalyticalandwritingskills.Eachofthefoursectionsinanalyzedindepth,focusingoncharacterdevelopment,thepurposeandeffectofexperimentaltechniques,useofvariousliterarydevices(e.g.,imagery,symbolism,allusions),and,especially,Faulkner’smanipulationofnarrativeperspective.Studentsintermittentlycompleteshortin‐classwritingsonvarioustopicsduringtheperiodofanalysis(e.g.,Faulkner’suseoftimeinconnectionwithQuentinCompson),displayingtheirabilitytoanalyzecomplextopics.AfterthediscussionofPartIV,thediscussionmovestoaconsiderationoftheworkasaportraitofthemodernSouthand,ultimately,asamicrocosmforFaulkner’sthematicvisionofmankind.AsafinalrevelationofthescopeofFaulkner’svision,studentsconsiderMacbeth’ssoliloquy(“Tomorrow,andtomorrow,andtomorrow…”)anditsapplicabilitytotheCompsonfamilyandmankind.Anin‐classessayonatopicdealingwiththemeortheuseofliterarydevicesiscompleted,asisaunittest.Afterthefinalassessment,Faulkner’sNobelPrizeSpeechisdiscussedbothasathematicvisionandexampleoftheuseofrhetoric.







RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructure


Evaluatehowissuesinvolvingraceandgenderimpactuponpeople’slives. Determinethevoicethatemergesinthewritingsofvariousauthors. Discusshowindividualsachieveasenseofidentityinliteratureandreallife.


RacismandgenderbiashaveaffectedthelivesofAmericansinthepastandcontinuetodoso.

Theinterpretationofsymbolsisdependentuponthecontextsinwhichtheyaredeveloped.

Toneisgeneratedthroughacomplexinterrelationshipbetweenliterarydevices.

ESSENTIALQUESTIONS Howcanfemalecharactersbeviewedas

victimsofmalesaswellastheirownpsyches?

Inwhatwayscanacharacter’sheritageandcultureimpactuponhisorherlife?

Whatimpactdoespopularculturehaveonacharacter’ssenseofidentity?


Theplot,characters,andcentralconflictsintexts.

Elementsofstyleexhibitedbyvariouswriters.

Studentswillbeskilledat… Usinginferentialreadingstrategiesto

discoverlayersofmeaningintexts. Ascertainingawriter’sperspectiveon

thematictopicsthroughhispresentationofmaterial.

Recognizingtowhateffectstylisticdevices(e.g.,allusions,figuresofspeech)areutilizedtodelineatecharactersinavariouswritings.

Discerningthewriter’svoicethroughcontentandstyle.

andmeaningaswellasitsaestheticimpact.






Establishandmaintainaformalstyleandobjectivetonewhileattendingto

thenormsandconventionsofthedisciplineinwhichtheyarewriting.







L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.Speaking/ListeningSL.9‐12.1Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐ledwithdiversepartners

ongrades9‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.)o Cometodiscussionsprepared,havingread





SL.9‐12.5Makestrategicuseofdigitalmedia(e.g.textual,graphical,audio,visual,andinteractiveelements)inpresentationtoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.


Goodorganizationalskills Structureofideas Qualityofinsights Qualityofwriting Attentiontodetail Attentiveness Rubrics

PERFORMANCETASK(S): Pre‐Test–BindReadofaProsePassage MultipleChoiceBlindReadQuizzes. BlindReadQuiz(written)on“TheWhipping.” Quizzes(written)on“NoNameWoman”and“TheYellowWallpaper.” SocraticSeminaron“GoodCountryPeople.” AnalyticalEssayonTheBluestEye,developingandsupportingathesis. Post‐Test–BlindReadofaProsePassage.

Qualityofannotations Creativityandadaptationofskillsinthe

constructionoforiginalprose Incisivenessofdiscussions Supportofcontentions

OTHEREVIDENCE: Students’annotationsofvarioustexts. Creationofpersonalpoemsaboutidentity. ClassDiscussionsofvariousworks.


Thisunitontwentieth‐centuryproseandpoetrycentersontopicsregardingraceandgenderinAmerica.Beforetheunitbegins,apre‐testisadministered,whichisablindread(MC)ofaprosepassagethatconcentratesontheuseofrhetoricaltechniques.TheunitcommenceswithadiscussionoftheChinese‐AmericanexperienceinMaxineHongKingston’sshortstory“NoNameWoman.”Students,havingreadandannotatedthestory,completeaquizthatassessesstudents’perceptionofKingston’svoicethatemergesinthestory.BesidesadiscussionofhowthestorydetailsKingston’ssearchforpersonalandculturalidentity,thediscussionalsoconsidersKingston’suseofnarrativetechnique.Kingston’schoicetostructurethestoryasafolk‐tale,withfusedfantasticandrealisticelements,isevaluatedforitsefficacy.AfteradiscussionofthetragiclifeofSylviaPlath,hercomplex“Holocaust”poem“LadyLazarus”isanalyzedinclass,concentratingonherportraitoffemaleoppressionanduseofthesymbolicPhoenix.Studentsaregiventheopportunitytoconstructtheirownpoemrelatingtoidentity.TwopoemsbyRobertHayden,“TheWhipping”and“El‐HajjMalikEl‐Shabazz,”followthePlathpoem.Theaccessible“TheWhipping”isofferedasablindreadquiz,inwhichstudentsareofferedavarietyoftopicsrelatedtoHayden’suseofliterarydevicestobuildmeaninginthepoem.Afterthequiz,adiscussionofHayden’sportraitofabuseisexplored,primarilythroughpointofviewandliterarydevices.ThisisfollowedbyHayden’sportraitofMalcolmXin“El‐HajjMalikEl‐Shabazz,”apoemconcerningthe“middlepassage”ofblacksinAmericathroughdiction,imagery,andallusions.AfterashortdiscussionofCharlottePerkinsGilman,studentsread,annotate,andtakeaquiz(written)on“TheYellowWallpaper,”whichisfollowedbyananalysisofGilman’sportrayalofthedevastatingpsychologicaleffectsofthesuppressionofwomen’sindividualityatthebeginningofthetwentieth‐century.StudentsthenreadFlanneryO’Connor’sshortstory“GoodCountryPeople.”ASocraticseminartakesplace,duringwhichstudentsanalyzethetechniquesO’Connorusestodepictthecharactersaswellasitssustainedironictone.TheunitculminateswithareadingofToniMorrison’snovelTheBluestEye.Beforestudentsreadandannotatethenovel,adiscussionoftheNobelPrize‐winning

authortakesplace,centeringonhermajorworksandthemes.Students’annotationsconcentrateonthetechniquesMorrisonutilizestodevelopthecharacters,especiallyClaudiaandPecola,andportraytheblackexperienceinthefirsthalfofthetwentieth‐century.Afteraclassdiscussionofthenovel’sstructure,evidenceofliterarytechniques,anddevelopmentofthemes,studentswriteanessaybasedonachoiceoftopicsthatillustratetheirabilitytodevelopandsupportathesis.Apost‐testinvolvingablindread(MC)endstheunit.







Writing


W.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,using


Gaininsightintothedestructivelyflawednatureofhumanity. Evaluatetheramificationsoftheirownactionsandreactionsaswellasothers’inreallife

circumstances. Utilizesupportingdetailstovalidateideasinwrittenandoralanalysis.


Historyisoftenrepeatedbecauseofthedeeplyflawednatureofmankind.

Allusionsareemployedtodevelopsignificantideasintexts.

Theworksofthebestwritersdisplayadistinctivestyleandconveyapowerfulvoice.

ESSENTIALQUESTIONS Howdoworksofsciencefiction

commentuponthehumancondition? Howdofictionalcharactersmirror

actualhistoricalfigures? Inwhatwaysdoauthorsutilize

symbolismandotherliterarydevicestodelineatecharactersanddevelopthemes?


Thechiefcharacteristicsofqualitysciencefiction.

Thedifferencebetweensoftandhardsciencefiction.

Theplot,characters,andsettingsofanovel.

Studentswillbeskilledat… Applyingknowledgeandskills

developedduringtheearlierstudyofliteraturetotheanalysisofnewworks.

Notinghowpersonalstyleimpactsthethematicpoweroftexts.

Assessingtheprogressivedevelopmentofsymbols.

Analyzingtheimpactofpowerfulfiguresandsignificanteventsoncivilization.

validreasoningandrelevantandsufficientevidence.







Establishandmaintainaformalstyleandobjectivetonewhileattendingto

thenormsandconventionsofthedisciplineinwhichtheyarewriting.



L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.L.9‐12.6Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.L.11‐12.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships,and

nuancesinwordmeanings.Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.Analyzenuancesinthemeaningofwordswithsimilardenotations.Speaking/Listening

SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.

Stage2‐Evidence

EvaluativeCriteria AssessmentEvidence Attentiontodetail

*Formattingandstructure Sophisticationofwrittenarguments Useofsupportingdetailsinthe

communicationofideas Rubrics

PERFORMANCETASK(S): Pre‐Testonelementsofsciencefiction. Quizzesonthethreesectionsofthenovel. Unittestonthematicaspectsofthenovel. Post‐testonelementsofsciencefiction.

Qualityofannotations Depthofindependentanalysis Speakingskills(volume,diction,etc.) Incisivenessofclassdiscussion Rubrics

OTHEREVIDENCE: Annotationsonthethreesectionsofthenovel. ClassDiscussionsontopicsrelatedtothesophisticatedconstructionofthenovel. Smallgroupdiscussionandanalysisofaselectedapocalypticstory.


ThisunitexploresaspectsofsciencefictionthroughananalysisofWalterM.Miller,Jr.’snovelACanticleforLeibowitz.Afterapre‐testonelementsofsciencefiction,adiscussionofthesciencefictiongenretakesplace,branchingoffahandoutonthecharacteristicsofsciencefiction.Inconjunctionwiththisdiscussion,examplesofsciencefictionfrompopularculture(e.g.,movies,comics)arediscussed,especiallyinregardtohowtheyillustrate(ordon’tillustrate)elementsofqualitysciencefiction.Beforereadingtheactualnovel,theclassisdividedintosmallgroups.Eachgroupresearchesandselectsashortstorythatdealswiththeendoftheworldordestructionofcivilizationinsomemanner,andanalyzeshowitsapocalypticvisionisdeveloped,eventuallycreatingapresentationfortheclassusingtheiriPads.Students,then,readandannotateeachofthethreesectionsofthenovelindependentlybeforetakingquizzes(MC)oneachofthesections.Eachofthethreesectionsisanalyzedatlengthforitsdevelopmentofapost‐apocalypticworldthroughstylistictechniques(e.g.,allusions,symbolism,selectionofdetail,humor).Emphasisisplacedonthehistorical/allegoricalsignificanceofthethreesections.AlsoemphasizedaretherhetoricaltechniquesMillerutilizestogivecredencetotheargumentsofbothDr.CorsandDomZerchiinthefinalsectionofthenovel,“FiatVoluntasTua.”Afterthediscussionofthefinalsection,studentsdiscussMiller’sportraitofmanandhisflaws,speculatingonwhatisthehopeforhumanity,if,indeed,thereisany.Thestudyofthenovelculminateswithatestonthenovelthatgaugesstudents’analyticalandwritingprogress.Apost‐testonsciencefictionconcludestheactivitiesandassessesstudents’cognitivedevelopment.

BenchmarkAssessmentQuarter1

1. Students will demonstrate ability to analyze the ways in which archetypes and archetypal patterns are utilized to create meaning through unit tests.

2. Students will be able to analyze the use of poetic devices to build perspective in blind reads. 3. Students will be able to interpret the thematic use of various symbols in selected texts through Socratic seminars and small group discussions. 4. Students will successfully apply elements of tragedy to an exploration of the world of the tragic hero in essays. 5. Students will be able to use supporting evidence from various texts to develop and substantiate theses in writing assignments. .


1. Students will demonstrate ability to analyze elements of satire and how they combine to call attention to societal and individual flaws through oral discussions.

2. Students will be able to identify the tone of a work and how it is developed through written quizzes. 3. Students will be able to determine how the sonnet form and structure contributes to the development of themes through short, expository

writings. 4. Students will successfully construct written arguments in which they explicate how rhyme and meter contribute to the development of ideas in

poetry. 5. Students will be able to use electronic sources to gather and utilize information on the use of allusions in a novel..


1. Students will demonstrate ability to analyze the style and characteristics of Romantic poetry and their significance through small group discussions.

2. Students will be able to contribute meaningful commentary on the use of symbolism in a novel through a Socratic seminar. 3. Students will be able to ascertain how diction, imagery, and other poetic devices develop tone and substance through blind reads on Romantic

poetry. 4. Students will successfully interpret poems on more than one level in written form, citing evidence from the texts to support contentions. 5. Students will be able to use literary criticism to build and support a thesis in a formal paper.

Benchmark Assessment Quarter4

1. Students will demonstrate ability to closely read texts through annotations that display a variety of significant observations.2. Students will be able to cite the use of experimental writing techniques in twentieth‐century texts through quizzes and class discussions. 3. Students will be able to construct an essay in which they explore the portrayal of the black experience in America during the first part of the

twentieth‐century. 4. Students will successfully apply knowledge of history to the written interpretation of a work of science fiction. 5. Students will be able to use experience with narrative perspective to analyze in informal writings how the shifting narrative perspective in a

novel reflects, in part, the work’s theme.

Suggested Major Titles

(Titles used in document and alternate works)

British Titles

1. Amis, Kingsley – Lucky Jim 2. Austen, Jane – Mansfield Park 3. Barnes, Julian – England, England 4. Beckett, Samuel – Waiting for Godot 5. Conrad, Joseph – Heart of Darkness 6. Conrad, Joseph – Lord Jim 7. Ford, Ford Madox – The Good Soldier 8. Forster, E. M. – A Passage to India 9. Forster, E. M. – A Room with a View 10. Haddon, Mark – The Curious Incident of the Dog in the Night‐Time 11. Joyce, James – Dubliners 12. Joyce, James – A Portrait of the Artist as a Young Man 13. Lawrence, D. H. – Twilight in Italy 14. Lowry, Malcolm – Under the Volcano 15. Pearl Poet – Sir Gawain and the Green Knight 16. Shakespeare, William – Hamlet 17. Shakespeare, William – Henry V 18. Shakespeare, William – King Lear 19. Sheridan, Richard Brinsley – The Rivals 20. Sheridan, Richard Brinsley – The School for Scandal 21. Sillitoe, Alan – Saturday Night and Sunday Morning 22. Wilde, Oscar – Lady Windermere’s Fan

American Titles

1. Albee, Edward – Who’s Afraid of Virginia Woolf? 2. Baldwin, James – Go Tell It on the Mountain 3. Cather, Willa – A Lost Lady 4. Doctorow, E. L. – Ragtime 5. Ellison, Ralph – Invisible Man 6. Faulkner, William – Light in August 7. Faulkner, William – Sanctuary 8. Faulkner, William – The Sound and the Fury 9. Faulkner, William – The Unvanquished 10. Faulkner, William – The Wild Palms 11. Fitzgerald, F. Scott – Tender Is the Night 12. Hawthorne, Nathaniel – The House of the Seven Gables 13. Helprin. Mark – The Pacific and Other Stories 14. Hemingway, Ernest – In Our Time 15. Lewis, Sinclair – Main Street 16. Malamud, Bernard – God’s Grace 17. Miller, Walter M., Jr. – A Canticle for Leibowitz 18. Morrison, Toni – The Bluest Eye 19. O’Brien, Tim – The Things They Carried 20. O’Connor, Flannery – A Good Man Is Hard to Find 21. O’Connor, Flannery – Wise Blood 22. Vonnegut, Kurt – Deadeye Dick 23. Vonnegut, Kurt – God Bless You, Mr. Rosewater 24. West, Nathanael – The Day of the Locust 25. West, Nathanael – Miss Lonelyhearts 26. Wharton, Edith – The House of Mirth 27. Wilson, August – Joe Turner’s Come and Gone 28. Wright, Richard – Native Son

World Titles

1. Balzac, Honore de – Pere Goriot 2. Borges, Jorges Luis – Ficciones 3. Camus, Albert – The Plague 4. Camus, Albert – The Stranger 5. Euripides – The Oresteia 6. Figes, Eva – Light 7. Garcia Marquez, Gabriel – Chronicle of a Death Foretold 8. Garcia Marquez, Gabriel – Love in the Time of Cholera 9. Kafka, Franz – The Metamorphosis 10. Kleist, Heinrich von – An Earthquake in Chile 11. Kleist, Heinrich von – Michael Kohlhaas 12. Koestler, Arthur – Darkness at Noon 13. Kosinski, Jerzy – Painted Bird 14. Moliere – The Misanthrope 15. Sophocles – Oedipus Rex 16. Turgenev, Ivan – Fathers and Sons 17. Voltaire – Candide

Additional Instructional Materials

Arp, Thomas, Greg Johnson, and Laurence Perrine, eds. Perrine’s Sound and Sense. 10th ed. Boston: Thornton Learning, 2002.

Bain, Carl E., Jerome Beaty, J. Paul Hunter, eds. The Norton Introduction to Literature. 5th ed. New York: W.W. Norton, 1991.

Lunsford, Andrea A. Bedford Easy Writer: A Pocket Reference. Boston: Bedford/St. Martin’s, 2006.

curriculum management system - monroe.k12.nj.us ode and an elegy by thomas gray ... “no name...

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