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.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
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
ESTABLISHEDGOALSReading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
Writing
W.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Analyzehowarchetypescontributetomeaninginliterature,movies,andmassmedia. Recognizehowcharacteristicsofthemedievalheroarestilllaudedtoday. Notehowlanguageaffectstheperceptionofideasinallformsofwrittenandoral
communication. Recognizehow,usingtextualevidence,variousmodesofwritingcanbereadonmultiple
levels.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Themedievalherodisplayedseveralrecognizablequalities.
Alliterativeverseexhibitscertainstylisticcharacteristics.
Archetypesandarchetypalmotifscontributetothequalityandmeaningoftexts.
Basedupontextualevidence,sometextscanbeinterpretedonmultiplelevels.
Allegoryaddsdeeper,symbolicmeaningstotexts.
Figuresofspeechaffecttheinterpretationoflanguage.
ESSENTIALQUESTIONS Howdoesthemedievalheroembody
attributesandflawsthataretimelessanduniversal?
Howcanarchetypesandfiguresofspeechbeusedtobuildcharacterizations?
Whencanportionsoftextsbeinterpretedonmultiplelevels,evenallegorically?
AcquisitionStudentswillknow…
Themeaningandassociationsofcommonarchetypesandarchetypalpatterns.
Theattributesofthequintessentialmedievalhero.
Studentswillbeskilledat… Recognizingtheeffectofalliterative
verseonthereader’sperceptionofatext.
Identifyingarchetypesandtheircontributionstomeaningintexts.
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,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter1–Unit3Stage1DesiredResults
ESTABLISHEDGOALSReadingRL.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.11‐12.6Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreally
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Analyzehowcontemporaryfiguresembodytraitsofthetragichero. Analyzethemethodsbywhichplaywrightsthroughtheageshavedelineatedandbuilt
charactersandthemes. Notehowdramaticironyoftenplaysapartinworldevents. Analyzetheuseofvariousrhetoricaldevicesinvariousformsofwriting. Applyideasabouttheinfluenceoffateandfreewilloncharacters’destiniesfromonetextto
othertextsandexperiences.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Fictionalcharactersreflectasociety’sviewofexistence.
Authorswritetonotonlyconveytheirownviewsbutsocietalviews,aswell.
Charactersarebuiltthroughvariousdramaticmeans,notjustplot.
Tragicheroesarecomplexindividuals. Bothfateandfreecanbeviewedas
influencingtheoutcomeofcharacters’lives.
ESSENTIALQUESTIONS InwhatwaysdoplaysreflectAristotle’s
perspectiveontragedy? Howarecharactersdelineatedthrough
myriaddramaticconventions(setting,plot,dialogue,selectionofdetail,etc.)?
Whyisdramaticironyanimportanttoolforaplaywright?
AcquisitionStudentswillknow…
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.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
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.
Quarter2–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…
Gaininsightintotheeffectsofstructureonthecommunicationofideas. AppreciatehowElizabethanEnglishhasinfluencedmodernEnglish. Applyskillsdevelopedthroughtheanalysisofselectedsonnetstootherpoems. Writeinaclearandconcisemanner,usingvariedsentencestructure.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Sonnetformisguidedbystructure,thusdeterminingthepresentationanddevelopmentofideas.
Inqualitypoetry,rhymeschemereflectssignificantwordchoices,oftencontributingtothemeaningofthepoem.
Syntaxinpoetryisusednotonlytosustainmeterandrhyme,buttoemphasizekeyideas.
Rhetoricaldevicesenhancethepresentationofideasandaidinthebuildingoftone.
ESSENTIALQUESTIONS Howdoessonnetformimpactuponthe
presentationofapoet’sideas? Howcanrhymecontributetomeaning
inpoetry? Howdoesapoet’schoiceofimagery,
figuresofspeech,andotherpoeticdevicesaffectthereader’sinterpretationofpoetry.
AcquisitionStudentswillknow…
Thestructuresofthefourmajorsonnetforms.
Themeaningandusageofvariousliterarydevices.
Neededbackgroundinformationonpoetsandpertinentsocietalissues.
Studentswillbeskilledat… Determiningtheformofsonnetsand
howthestructurecontributestothebuildingofmeaning.
Identifyingandanalyzingtheuseofvariousliterarydevicesinsonnets.
Applyingknowledgeandskillsgleanedfromanearlierstudyofpoetrytotheanalysisofunfamiliarpoems.
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.
W.11‐12.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
Developthetopicthoroughlybyselectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsof
Analyzingthedevelopmentofconceitsinpoetry.
Identifyingthetoneofsonnetsandhowthetoneisdevelopedthroughvariousmeans.
thetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).
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.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlan
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.
Quarter2–Unit2Stage1DesiredResults
ESTABLISHEDGOALSReadingRL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
RL.11‐12.6Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreally
TransferStudentswillbeabletoindependentlyusetheirlearningto…
MakeconnectionsbetweenelementsofRealismandcontemporaryliterature. AscertainhowthetypicalprotagonistofRealisticfictionexhibitstraitsthataretimeless. Gaininsightintohumanpsychologyandtheworkingsofthehumanmind. Evaluatetheramificationsofambitioninvarioustextsandthecontemporaryworld..
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Realismgrewoutofanevolvingperspectiveontheworld.
Greedandambitioncanresultindebilitatingconsequencesforindividualsandcommunities.
Hallmarksofanauthor’sstylehelptomakeanovelcohesiveandbuildmeaning.
Charactersinnovelsaredevelopedthroughmethodsthatextendbeyondtheplot.
ESSENTIALQUESTIONS HowdothecharacteristicsofRealism
helptopresentaportraitofnineteenth‐centuryFrenchsociety?
InwhatwaysisRastignacdevelopedasatragichero?
HowarethetenantsoftheMaisonVacquerdevelopedasrealistic“charactertypes.”
AcquisitionStudentswillknow…
ThechiefcharacteristicsofRealism. Howapsychologicallandscape
functionsinliterature. Themarkeddifferencesbetweenvirtues
andvices. Stylisticdevices(e.g.,selectionofdetail,
allusions)usedbyBalzacinthenovel.
Studentswillbeskilledat… Usingevidencefromthetextto
substantiatecontentionsaboutcharacterdevelopment.
Recognizingtowhateffectstylisticdevices(e.g.,allusions,hyperbole)areutilizedtodelineatecharactersinanovel.
Forminganddevelopingathesisthatusesbothquotationsandparaphraseasproof.
meant(e.g.,dramaticirony,).
RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasivenessorbeautyofthetext.
RI.11‐12.7Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(visually)aswellasinwordsinordertoaddressaquestionorsolveaproblem.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,and
clarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhenwritingorspeaking.
Applytheunderstandingthatusageisamatterofconvention,canchangeovertime,andissometimescontested.
Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.
L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
Applyanunderstandingofsyntaxtothestudyofcomplextextswhenreading.
L.9‐12.4Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrades9‐12readingandconvent,choosingflexiblyfromarangeofstrategies.
Usecontext,aword’spositionorfunctioninasentence,asacluetothemeaningofawordorphrase.
Consultgeneralandspecialized
referencematerials,bothprintanddigital,tofindthepronunciationorclarifyitsprecisemeaning,itspartofspeech,itsetymologyoritsstandardusage.
Speaking/ListeningSL.9‐12.1Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐ledwithdiversepartnersongrades9‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.)o Cometodiscussionsprepared,havingread
andresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well‐reasonedexchangeofideas.
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.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter2–Unit3Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
Writing
W.9‐12.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
W.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfrom
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Makeconnectionsbetweentheliteratureofsuccessiveperiods. Contraststylesofwritinginsuccessiveperiods. Compareandcontrastattitudestowardmajorsocietalissuesduringdifferenthistorical
periods. Effectivelycommunicatesophisticatedthoughtthroughbothwritingandspeaking.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Literarymovementsgrowoutofpreviousmovements,oftenbeingreactionary.
Structureandformplaysignificantrolesinthedevelopmentofperspectiveintexts.
Anauthor’sstylereflectshisorherpersonalexperiences,perspective,andartistry.
Toneinpoetryisbuiltthroughacomplexinterweavingofliteraryelements.
ESSENTIALQUESTIONS HowdidtheMetaphysicsadaptand
developideasgleanedfromtheRenaissance?
HowdidthestyleofthemetaphysicsdifferfromtheRenaissancepoets?
InwhatwaysdidtheMetaphysicsconsiderthedramaandvalueofhumanexistenceintheirpoetry?
AcquisitionStudentswillknow…
Thecharacteristicsofmetaphysicalpoetry.
Howapracticalsyllogismisstructured. Howconcretepoemsarestructured..
Studentswillbeskilledat… Identifyingandanalyzingtheuseof
poeticdevices,especiallyconceits,inpoetry.
Notinghowpersonalstyleimpactsthethematicpoweroftexts.
Writinginaclear,lucidmanner,using
alternateoropposingclaims,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,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogyto
evidencefromthetextassupport.
managethecomplexityofthetopic. Establishandmaintainaformalstyle
andobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).
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.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter2–Unit4Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
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,withscaffoldingasneededatthehighendoftherange.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficient
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Analyzesatiricalfiguresandtopicsinthecontemporaryworld. Evaluatetheeffectivenessofsatireinwrittenandoralform. Interpretanindividual’ssenseofidentityindifferentways,basedupontextualevidence..
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Neoclassicismgrewoutofareactiontothecomplexitiesofmetaphysicalpoetry.
Aneffectivesatirecanbeaccomplishedthroughvarioustechniques.
Allusionsareemployedtodevelopsignificantideasintexts.
Womenweredeniedcertainrightsandopportunitiesduringtheeighteenth‐centurythattheyenjoytoday,impactingupontheirsenseofidentity.
ESSENTIALQUESTIONS HowdidNeoclassicalthoughtgrowout
ofanddifferfromideasembracedbyanearliergeneration?
Whatisthepurposeofsatireandwhatareitschieftools?
Whatwasthepositionofwomeninsocietyduringtheeighteenth‐century?
t
AcquisitionStudentswillknow…
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.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
W.11‐12.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
Developthetopicthoroughlybyselectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).
W.9‐12.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
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.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Observethehyphenationconventions Spellcorrectly
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 Respondthoughtfullytodiverse
perspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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
Quarter3–Unit1Stage1DesiredResults
ESTABLISHEDGOALSReadingRL.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.11‐12.6Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreally
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Identifyanddescribedifferentstylesofwrittenandoralcommunicationinliteratureandeverydaylife.
Interpretthemeaningofwrittenmaterialonmorethanonelevel. Compareandcontrastthecontentionsofliterarycriticsacrosscenturies.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Theliteratureofcertainwritersoftendisplaysthecharacteristicsofdiversemovementsinliterature.
Themock‐heroicstyleofwritingincorporateselementsofotherstylesofwritinginordertosatirizesubjects.
Dialectisutilizedintextstocharacterizepeopleandadvanceideas.
Sometextscanbeinterpretedonmultiplelevels,basedupontheevidenceinthetext.
ESSENTIALQUESTIONS HowdoesthepoetryofthePre‐
RomanticsdisplaycharacteristicsofbothNeoclassicismandRomanticism?
Howdopoetsusetheirpersonalstylestotransmittheirperspectivesonimportantissues?
Whyisliterarycriticismavaluabletool?
AcquisitionStudentswillknow…
TheprimarycharacteristicsofNeoclassicism
TheprimarycharacteristicsofRomanticism
Neededbackgroundinformationonpoets.
Theelementsoftraditionalheroicliterature.
Thedefinitionofanaphorism.
Studentswillbeskilledat… Identifyingandexplicatingelementsofa
writer’sstylewithintexts. Interpretingtheuseandpurposeof
dialectorcolloquiallanguagewithinatext.
Interpretingtextsonmorethanonelevel.
Supportinginterpretivecontentionsinwritingandspeaking.
Incorporatingliterarycriticismintoa
meant(e.g.,dramaticirony,).
RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasivenessorbeautyofthetext.
RI.11‐12.7Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaorformats(visually)aswellasinwordsinordertoaddressaquestionorsolveaproblem.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,and
Howtolocatequalityresearchmaterial. MLAformat.
paper.
clarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
W.11‐12.8Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,audience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandfollowingastandardformatforcitation.
W.9‐12.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhenwritingorspeaking.
Applytheunderstandingthatusageisamatterofconvention,canchangeovertime,andissometimescontested.
Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.
L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhen
readingorlistening.
Applyanunderstandingofsyntaxtothestudyofcomplextextswhenreading.
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.
o Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,orchallengeideasandconclusions.
o Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,when
warranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter3–Unit2Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Gaininsightintohowmajorworldeventscanhaveprofoundeffectsonindividualsaswellassocieties.
Applyideasaboutnarrativeperspectivetootherworksandtexts. Identifyhowsymbolismfunctionsinbothliteratureandreallifeformsofcommunication.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
WorldWarIhadadevastatingeffectonthepsychologyofmanyAmericans,alteringtheirviewofpeopleandsociety.
Narrativeperspectiveisatoolthatauthorsusetoinfluencethereader’sperceptionofeventsandcharacters.
Workscansometimesbereadallegorically,thusbroadeningthescopeoftheirthematicvisions.
ESSENTIALQUESTIONS HowdidWorldWarIaffectWilla
Cather’sviewofcivilizationandinfluenceherwriting?
Howdothecharactersandeventsinthenovelreflecttheeffectsofmaterialismontheworldanditssenseofvalues?
Inwhatwaysdoauthorsutilizesymbolstodelineatecharactersanddevelopthemes?
AcquisitionStudentswillknow…
Theplot,setting,andmajorandminorcharactersinthenovel.
Pertinenthistoricalandculturalinformationabouttheauthorandthe1920s.
ThemeaningofstylisticdevicesusedbyCather,suchasindirectdiscourse.
Studentswillbeskilledat… Interpretinginterrelatedsymbolsand
applyingtheirsignificancethematicallytoawork.
Ascertainingawriter’sperspectiveontheworld,usingconcreteevidencefromthetexttovalidatecontentions.
Analyzingtheeffectofnarrativetechniqueonthereader’sperceptionofeventsandcharacters.
Writinginaclearandconcisemanner,usingvariedsentencestructureandeffectivediction..
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
W.11‐12.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
Developthetopicthoroughlyby
selectingthemostsignificantandrelevantfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).
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.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.
Observethehyphenationconventions Spellcorrectly
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.
SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamong
ideas,wordchoice,pointsofemphasis,andtoneused.
SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlan
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.
Quarter3–Unit3Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
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,withscaffoldingasneededatthehighendoftherange.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeable
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Identifyhowattitudestowardnatureplayasignificantroleinliteratureandlife. Analyzehowmaterialismaffectsindividualsandculturesonaprofoundlevel. Communicate,develop,andsupportideaseffectivelyinwritingandspeaking.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Romanticismprojectedaspecificviewofman,civilization,culture,andart.
Poetsshapeanddevelopstructuresandideasinahighlypersonalway.
Theconnotationsofwordsareaffectedbythecontextsinwhichtheyareused.
ESSENTIALQUESTIONS HowdidtheRomanticsregardman’s
roleintheworldandsociety? WhatwastheRomanticsattitude
towardnature? HowdidtheRomanticsadaptearlier
formsandwritingtechniques,utilizingthemtodeveloptheirownthemes?
AcquisitionStudentswillknow…
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.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
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.11‐12.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,
punctuation,andspellingwhenwriting. Observethehyphenationconventions Spellcorrectly
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
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
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.
RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasiveness
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Reflectontheinfluenceoftopicaleventsonart. Viewcertainideasandvaluesasuniversalandtimeless. Ascertainhowattitudestowardraceandgenderareconstantlyevolving.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
ThewritingstylesoftheVictorianandEdwardianwriterswereheavilyinfluencedbychangesintheworld.
VictorianandEdwardianliteraturedisplaysamoreliberalattitudetowardsocialissuesthanpreviouseras.
Toneisgeneratedthroughacomplexinterrelationshipbetweenliterarydevices.
ESSENTIALQUESTIONS HowdoestheliteratureoftheVictorian
andEdwardianperiodsreflectanawarenessofachangingworld?
InwhatwaysdoesVictorianandEdwardianpoetryandprosechampionthevalueofpersonalrelationshipsinthefaceonanunstableworld?
Whatroledoesraceandgenderplayinthedevelopmentofliteratureoftheperiod?
AcquisitionStudentswillknow…
Literarydevicespreviouslystudiedinpoetry.
Pertinentbackgroundinformationonwriters,movements,andhistory.
Studentswillbeskilledat… Analyzingtheuseofliterarydevicesin
bothpoetryandprosetobuildmeaning. Ascertainingawriter’sperspectiveon
aspectsoflifethroughhispresentationofmaterial.
Writinginaclear,lucidmanner,usingevidencefromthetextassupport.
orbeautyofthetext.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhenwritingorspeaking.
Applytheunderstandingthatusageisamatterofconvention,canchangeovertime,andissometimescontested.
Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.
L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
Applyanunderstandingofsyntaxtothestudyofcomplextextswhenreading.
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.
o Workwithpeerstosetrulesforcollegialdiscussionsanddecision‐making(e.g.,informalconsensus,takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividualrolesasneeded.
o Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,orchallengeideasandconclusions.
o Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.
SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.
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
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter4–Unit1Stage1DesiredResults
ESTABLISHEDGOALS<Reading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
RL.11‐12.10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.
RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Compareandcontrastthestylesofdifferentwriters. Evaluatetheuseofstrikingsymbolismindifferenttextsandotherformsofcommunication. Gainperspectiveonthecomplexitiesofhumanpsychology. Understandhow,inliteratureandlife,someindividualscanonlygainasenseofself‐worth
throughthemiseryofothers.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
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
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,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(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.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhen
writingorspeaking. Applytheunderstandingthatusageisa
matterofconvention,canchangeovertime,andissometimescontested.
Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.
L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.Speaking/Listening
SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter4–Unit2Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasivenessorbeautyofthetext.
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Identifyandappreciatetheusesofexperimentaltechniquesinworksofliteratureandmassmedia.
Comprehendhowaworksetinaspecificsettingandtimecanbeviewedasdevelopingmeaningthattranscendstheactualparametersofthework.
Analyzehownarrativeperspectivesignificantlyaffectsthereader’sperceptionofcharactersandeventsinvarioustexts.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Thehistoryandcultureofaregionhasaprofoundimpactuponawriter’sthematicvision.
Rhetoricaltechniquesworkconjointlytoproducetopicalperspectives.
Individualsandsocieties,whendrivensolelybyavariceandself‐interest,aredoomedtodestruction.
ESSENTIALQUESTIONS Whatisachievedwhenwritersutilize
techniqueslikestreamofconsciousnessandinteriormonologues?
Howdoesnarrativeperspectiveservetodelineatecharactersanddevelopmajorideasinwriting?
Howcanaworkbeviewedasamicrocosm?
AcquisitionStudentswillknow…
Theplotandcharactersofthenovel. Importantbackgroundinformationof
Faulknerandhisstyleofwriting. Thedefinitionofvariousrhetorical
techniques,suchasstreamofconsciousness.
Studentswillbeskilledat… Analyzingthesignificanceofdetails
whilereading. Explicatinghowpointofviewaffectsthe
presentationofcharactersaswellasthereader’sperceptionofthem.
Establishingconnectionsbetweentheusesofliterarytechniquesinvarioussectionsofawork.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
RL.11‐12.10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.
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,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(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,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.
SL.11‐12.3Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter4–Unit3Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.
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)contributetoitsoverallstructure
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Evaluatehowissuesinvolvingraceandgenderimpactuponpeople’slives. Determinethevoicethatemergesinthewritingsofvariousauthors. Discusshowindividualsachieveasenseofidentityinliteratureandreallife.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
RacismandgenderbiashaveaffectedthelivesofAmericansinthepastandcontinuetodoso.
Theinterpretationofsymbolsisdependentuponthecontextsinwhichtheyaredeveloped.
Toneisgeneratedthroughacomplexinterrelationshipbetweenliterarydevices.
ESSENTIALQUESTIONS Howcanfemalecharactersbeviewedas
victimsofmalesaswellastheirownpsyches?
Inwhatwayscanacharacter’sheritageandcultureimpactuponhisorherlife?
Whatimpactdoespopularculturehaveonacharacter’ssenseofidentity?
AcquisitionStudentswillknow…
Theplot,characters,andcentralconflictsintexts.
Elementsofstyleexhibitedbyvariouswriters.
Studentswillbeskilledat… Usinginferentialreadingstrategiesto
discoverlayersofmeaningintexts. Ascertainingawriter’sperspectiveon
thematictopicsthroughhispresentationofmaterial.
Recognizingtowhateffectstylisticdevices(e.g.,allusions,figuresofspeech)areutilizedtodelineatecharactersinavariouswritings.
Discerningthewriter’svoicethroughcontentandstyle.
andmeaningaswellasitsaestheticimpact.
RI.11‐12.6Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasivenessorbeautyofthetext.
WritingW.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Introduceprecise,knowledgeableclaim(s),establishthesignificanceoftheclaim(s),distinguishtheclaimfromalternateoropposingclaims,andcreateanorganizationthatlogicallysequencesclaim(s),counterclaim,reason,andevidence.
Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevel,concern,values,andpossiblebiases.
Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.
Establishandmaintainaformalstyleandobjectivetonewhileattendingto
thenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.
L.11‐12.1DemonstratecommandoftheconventionsofEnglishgrammarandusagewhenwritingorspeaking.
Applytheunderstandingthatusageisamatterofconvention,canchangeovertime,andissometimescontested.
Resolveissuesofcomplexorcontestedusage,consultingreferencesasneeded.
L.11‐12.3Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
Applyanunderstandingofsyntaxtothestudyofcomplextextswhenreading.
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
andresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well‐reasonedexchangeofideas.
o Workwithpeerstosetrulesforcollegialdiscussionsanddecision‐making(e.g.,informalconsensus,takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividualrolesasneeded.
o Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,orchallengeideasandconclusions.
SL11‐12.4Presentinformation,findings,andsupportingevidenceconveyingaclearanddistinctperspectivesuchthatlistenerscanfollowthelineofreasoning,alternativeopposingperspectivesareaddressedandtheorganization,developmentsubstanceandstyleareappropriatetopurpose,audience,andarangeofformalandinformaltask.
SL.9‐12.5Makestrategicuseofdigitalmedia(e.g.textual,graphical,audio,visual,andinteractiveelements)inpresentationtoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.
Stage2‐EvidenceEvaluativeCriteria AssessmentEvidence
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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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.
Quarter4–Unit4Stage1DesiredResults
ESTABLISHEDGOALSReading
RL.11‐12.1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
RL.11‐12.2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
RL.11‐12.5Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
RL.11‐12.9Demonstrateknowledgeof18th,19th,20thcenturyfoundationalworksofAmericanliteratureincludinghowtoormoretextsfromthesameperiodtreatsimilarthemesortopics.
Writing
W.9‐12.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
W.11‐12.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,using
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Gaininsightintothedestructivelyflawednatureofhumanity. Evaluatetheramificationsoftheirownactionsandreactionsaswellasothers’inreallife
circumstances. Utilizesupportingdetailstovalidateideasinwrittenandoralanalysis.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Historyisoftenrepeatedbecauseofthedeeplyflawednatureofmankind.
Allusionsareemployedtodevelopsignificantideasintexts.
Theworksofthebestwritersdisplayadistinctivestyleandconveyapowerfulvoice.
ESSENTIALQUESTIONS Howdoworksofsciencefiction
commentuponthehumancondition? Howdofictionalcharactersmirror
actualhistoricalfigures? Inwhatwaysdoauthorsutilize
symbolismandotherliterarydevicestodelineatecharactersanddevelopthemes?
AcquisitionStudentswillknow…
Thechiefcharacteristicsofqualitysciencefiction.
Thedifferencebetweensoftandhardsciencefiction.
Theplot,characters,andsettingsofanovel.
Studentswillbeskilledat… Applyingknowledgeandskills
developedduringtheearlierstudyofliteraturetotheanalysisofnewworks.
Notinghowpersonalstyleimpactsthethematicpoweroftexts.
Assessingtheprogressivedevelopmentofsymbols.
Analyzingtheimpactofpowerfulfiguresandsignificanteventsoncivilization.
validreasoningandrelevantandsufficientevidence.
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,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.
Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.
Usepreciselanguage,domain‐specificvocabulary,andtechniquessuchasmetaphor,simile,andanalogytomanagethecomplexityofthetopic.
Establishandmaintainaformalstyleandobjectivetonewhileattendingto
thenormsandconventionsofthedisciplineinwhichtheyarewriting.
Provideaconcludingstatementorsectionthatfollowsformandsupportstheinformationorexplanationpresented(e.g.articulatingimplicationsorthesignificanceofthetopic).
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,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.
Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction
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. .
BenchmarkAssessmentQuarter2
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..
BenchmarkAssessmentQuarter3
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.