teacher: core sen english sem year: 2010-2011 · teacher: core sen english sem year: ... utopia...

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Teacher: CORE SEN ENGLISH SEM Year: 2010-2011

Course: English IV

Be Careful What You Wish For: Exploring Utopian and Dystopian Texts

Essential

Questions Content Skills Assessments Lessons

Learning

Benchmarks Standards

EQ: Can a

person be an

individual in a world

of six billion plus

people?

EQ: What is

the relationship

between

knowledge and

power?

EQ: Is freedom

an absolute

condition?

UQ: How do

experiences shape

an individual?

UQ: What is

the relationship

between language

Common Novels:

Aldous Huxley: Brave

New World; Ray

Bradbury: Fahrenheit

451' George

Orwell: 1984; Margaret

Atwood: The Handmaid's

Tale; Kazuo Ishiguro:

Never Let Me Go (H)

Common

Essays/Articles

/Dialogues: George

Orwell, "Politics and the

English Language";

"Better Babies"; "Against

School"; "Evil"; "Theory of

Hegemony"; Plato's

"Allegory of the Cave"

Outside Reading

Books (ORBs):

George Orwell, 1984

Aldous Huxley, Island

Demonstrate

effective reading

through notetaking,

marking up a text,

responding to a

text either in

writing or verbally,

and socratic

seminars

Employ terms

and concepts

appropriately in

conversation and in

writing.

Classify texts

as either

"utopian"or

"dystopian",

arriving at a

"working set of

criteria" or

"blueprint" for

creating a

Outside

Reading Book

Multimedia Project

and Presentation9/30/2010

Journal Writing9/30/2010

Socratic

Seminar9/30/2010

Utopia Project-

Consensus Building9/30/2010

Unit Test:

Utopian and

Dystopian Literature9/30/2010

Comparative

Essay

2011

Understand both

how and why

media messages

are constructed,

and for what

purposes

2011 Examine how

individuals interpret

messages

differently, how

values and points

of view are

included or

excluded, and how

media can

influence beliefs

and behaviors

2011 Prioritize,

plan and manage

work to achieve

the intended result

Students organize

20.06 ~ Consideration of Audience and

Purpose ~ Use effective rhetorical

techniques and demonstrate

understanding of purpose, speaker,

audience, and form when completing

expressive, persuasive, or literary

writing assignments.

2.06 ~ Questioning, Listening, and

Contributing ~ Analyze differences in

responses to focused group discussion

in an organized and systematic way.

For example, students read and

discuss “The Fall of the House of

Usher,” by Edgar Allan Poe, as an

example of observer narration; “The

Prison,” by Bernard Malamud, as an

example of single character point of

view; and “The Boarding House,” by

James Joyce, as an example of

multiple character point of view.

Students summarize their conclusions

about how the authors’ choices

regarding literary narrator made a

difference in their responses as

readers, and present their ideas to the

Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...

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and truth?

EQ: What are

good and evil? Is

evil an intrinsic

element of human

nature?

UQ: What role

do art and culture

play in the era of

global

consumerism?

EQ: What is

truth? Is it absolute

or relative?

UQ: What have

governments

done? What should

they do?

Charlotte Perkins Gilman,

Herland

Yevgeny Zamyatin, We

Edward Bellamy, Looking

Backward

Philip K. Dick, Do

Androids Dream of

Electric Sheep

James Hilton: Lost

Horizons

Nevil Shute: On the

Beach

George Orwell: 1984

Sir Thomas More: Utopia

Octavia Butler, Parable of

the Sower

Neil Stephenson, Snow

Crash

Jennifer Toth, The Mole

People

Jonathan Lethem,

Amnesia Moon

Short Story:

Harlan Ellison "Repent

Harlequin! Said the

Ticktockman."

Kurt Vonnegut Jr.

"Harrison Bergeron" and

"2BR02B"

Ursula le Guin "The Ones

Who Walk Away from

Omelas"

Shirley Jackson, "The

Lottery"

Terms and Concepts:

Utopia, Dystopia,

Hegemony, Satire, Irony-

Dramatic and Situational,

utopia/dystopia.

(Paradox--Good is

Evil; Evil is Good.

Freedom is

Slavery; Slavery is

Freedom. etc.)

Critique the

texts according to

how well author

predicts future, or

in the case of texts

which peer into the

future, assess how

well the author

validates his or her

prediction (using

specific details and

examples both

fictional and real).

Create

"personal utopia"

following and

building upon

models found in

texts

Plan, develop,

and compose

comparative

research essay

responding to one

of the Essential

Questions

Synthesize

knowledge gained

in reading the

various texts by

9/30/2010

and present

information

appropriately.

Students

understand how to

appreciate fictional

texts.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.

class.

10.06 ~ Genre ~ Identify and analyze

characteristics of genres (satire,

parody, allegory, pastoral) that overlap

or cut across the lines of genre

classifications such as poetry, prose,

drama, short story, essay, and

editorial. For example, as they read

Joseph Heller’s Catch 22, students

consider: “Satirists harbor some

distaste for the establishment and are

most effective only when they present

their message subtly. One way to

present the savage follies of human

beings more subtly is to create a

fictional world in which humor, irony,

circular logic, and double talk are used

to make the disturbing, vulgar, and the

gruesome more palatable.” They write

essays evaluating the novel as an

effective piece of satire based on the

criteria in the statement.

11.06 ~ Theme ~ Apply knowledge of

the concept that a text can contain

more than one theme.

11.07 ~ Theme ~ Analyze and

compare texts that express a universal

theme, and locate support in the text

for the identified theme. For example,

students compare Sophocles’play

Antigone and Robert Bolt’s play, Man

for All Seasons, or Mark Twain’s The

Adventures of Huckleberry Finn and

Rudyard Kipling’s Kim, as cross-

cultural examples of a similar theme

and locate words or passages that

support their understanding.


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Intertextuality, The

Individual vs. the

Collective (Society),

Freedom and Slavery,

The Constructed Self,

Modern, Post-Modern,

Totalitarian,

Fragmentation, Diversity,

Abandonment--

depressed yet?

Process of Socratic

Seminar

Use of MLA format in

citations and research

Research Options

available: Print texts,

internet, specialized

databases, search

engines, primary sources

The Comparative

Expository Essay:

Models

Literary

Considerations/Grammar:

Voice, Tone, Style,

Concision, Punctuation,

Diction, Editing

Techniques, Writing

Techniques--learn from

the masters!

Films and

documentaries

Frontline: The

Persuaders; V for

means of

comparing and

contrasting texts

across depicted

times, cultures,

and societies using

venn diagrams,

charts, and

outlines, ultimately

culminating in a

comparative

research paper.

Predict the

future

Plan, prepare,

practice and

present multimedia

presentation on

ORB illustrating

how the text

reflects the

essential

questions.

Analyze and

elaborate upon

essential questions

in Socratic

Seminar

discussions and in

journal responses.

Connect

learning acquired in

the unit to history

as well as

contemporary life.

12.06 ~ Fiction ~ Analyze, evaluate,

and apply knowledge of how authors

use techniques and elements in fiction

for rhetorical and aesthetic purposes.

For example, students analyze events,

point of view, and characterization in

Toni Morrison’s The Bluest Eye in light

of Stanley Crouch’s criticism of her

work, and conduct a class debate on

the validity of his criticism.

13.26 ~ Nonfiction ~ Analyze and

evaluate the logic and use of evidence

in an author’s argument.

19.30 ~ Writing ~

Informational/Expository Writing ~

Write coherent compositions with a

clear focus, objective presentation of

alternate views, rich detail,

well-developed paragraphs, and logical

argumentation. For example, students

compose an essay for their English

and American history classes on de

Toqueville’s observations of American

life in the 1830s, examining whether his

characterization of American society is

still applicable today.

21.09 ~ Revising ~ Revise writing to

improve style, word choice, sentence

variety, and subtlety of meaning after

rethinking how well questions of

purpose, audience, and genre have

been addressed. For example, after

rethinking how well they have handled

matters of style, meaning, and tone

from the perspective of the major

rhetorical elements, graduating seniors

revise a formal letter to their school

committee, detailing how they have

benefited from the education they have


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Vendetta; The Truman

Show; WALL-E

Employ

research skills and

MLA format

received in the district and offering

suggestions for improving the

educational experience of future

students.

22.10 ~ Standard English Conventions

~ Use all conventions of standard

English when writing and editing.

23.14 ~ Organizing Ideas in Writing ~

Organize ideas for emphasis in a way

that suits the purpose of the writer. For

example, students select a method of

giving emphasis (most important

information first or last, most important

idea has the fullest or briefest

presentation) when supporting a thesis

about characterization in Edwin

Arlington Robinson’s narrative poems,

“Richard Corey” and “Miniver Cheevy.”

Or students use one of five methods

(comparison and contrast, illustration,

classification, definition, analysis) of

organizing their ideas in exposition as

determined by the needs of their topic.


Craft sentences in a way that supports

the underlying logic of the ideas. For

example, after writing a critical essay,

students examine each sentence to

determine whether the placement of

phrases or dependent clauses

supports the emphasis they desire in

the sentence and in the paragraph as a

whole.

24.06 ~ Research ~ Formulate original,

open-ended questions to explore a

topic of interest, design and carry out

research, and evaluate the quality of

the research paper in terms of the


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adequacy of its questions, materials,

approach, and documentation of

sources. For example, as they study

the modern history of Native American

groups, students analyze the difference

between open-ended research

questions and “biased” or “loaded”

questions. The answers to open-ended

questions are not known in advance

(e.g., “How do casinos on tribal land

affect the economy of the Native

American group owning them and the

economy of the region?”). In a “biased”

or “loaded” question, on the other

hand, the wording of the question

suggests a foregone conclusion

(e.g.,“Why are casinos on tribal lands

detrimental to Native Americans and to

the economy of the region?”).

Looking Ahead: Planning and Preparing for Life Post NHS - In conjunction with Student Support students are guided through the myriad choices,

opportunities, and responsibilities they will face in the next 10 months as they prepare

for graduation and afterwards.

Essential


Learning


EQ: How do I

live a good life?

UQ: How do I

prepare for life

post NHS?

UQ: What are

my options post

NHS? Which option

is best for me?

The College

Application Process:

Choosing a school;

How to get the most

out of a site visit; How

to interview effectively;

How to approach a

college essay; How to

create a resume; How

to navigate financial

aid; How to ask for a

recommendation;

Where to go to get

Organize

materials and meet

deadlines

Research and

evaluate available

options

Practice

interview

techniques

Personal

Essay--Summer

Reading9/30/2010

Personal Essay9/30/2010

Resume9/30/2010

Student

Support

Presentation: What

are the options

students may

pursue post

NHS? -I-9/30/2010

Reference

Expectations for

Student Learning:

A1, A3, A4, A6

Students

organize and

present information

appropriately.

Students

understand how to


texts.



techniques and demonstrate

understanding of purpose, speaker,

audience, and form when completing

expressive, persuasive, or literary writing

assignments.

1.06 ~ Discussion ~ Drawing on one of the

widely used professional evaluation forms

for group discussion, evaluate how well

participants engage in discussions at a

local meeting. For example, using


5 of 24 12/5/2011 4:17 PM

needed

information/documents.

The Gap Year:

Explore the options

available to students

who choose to delay

post secondary

education.

Entering the

Workforce: Explore

career options and

interests; How to

create a resume; How

to create a cover letter

or personal essay;

How and why to

pursue informational

interviews; How to

interview effectively;

How to engage in a

successful job search.

Assess

personal interests,

abilities, and goals

Apply writing,

editing, and

appropriate format

to various

documents:

Resume, personal

essay, application

Review SAT

strategies

Practice

Socratic Seminar

techniques: How to

listen and speak

effectively in a

large group setting

employing specific

details and,

additionally,

questioning and

constructive

criticism.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.

evaluation guidelines developed by the

National Issues Forum, students identify,

analyze, and evaluate the rules used in a

formalor informal government meeting or

on a television news discussion program.



responses to focused group discussion in

an organized and systematic way. For

example, students read and discuss “The

Fall of the House of Usher,” by Edgar Allan

Poe, as an example of observer narration;

“The Prison,” by Bernard Malamud, as an

example of single character point of view;

and “The Boarding House,” by James

Joyce, as an example of multiple

character point of view. Students

summarize their conclusions about how the

authors’ choices regarding literary narrator

made a difference in their responses as

readers, and present their ideas to the

class.

8.32 ~ Understanding a Text ~

Imaginative/Literary Texts ~ Identify and

analyze the point(s) of view in a literary

work.


Informational/Expository Texts ~ Analyze

and evaluate the logic and use of evidence



characteristics of genres (satire, parody,

allegory, pastoral) that overlap or cut

across the lines of genre classifications

such as poetry, prose, drama, short story,

essay, and editorial. For example, as they

read Joseph Heller’s Catch 22, students

consider: “Satirists harbor some distaste


6 of 24 12/5/2011 4:17 PM

for the establishment and are most

effective only when they present their

message subtly. One way to present the

savage follies of human beings more

subtly is to create a fictional world in which

humor, irony, circular logic, and double talk

are used to make the disturbing, vulgar,

and the gruesome more palatable.” They

write essays evaluating the novel as an

effective piece of satire based on the

criteria in the statement.

12.06 ~ Fiction ~ Analyze, evaluate, and

apply knowledge of how authors use

techniques and elements in fiction for

rhetorical and aesthetic purposes. For

example, students analyze events, point of

view, and characterization in Toni

Morrison’s The Bluest Eye in light of

Stanley Crouch’s criticism of her work, and

conduct a class debate on the validity of

his criticism.

19.30 ~ Writing ~ Informational/Expository

Writing ~ Write coherent compositions with

a clear focus, objective presentation of

alternate views, rich detail, well-developed

paragraphs, and logical argumentation.

For example, students compose an essay

for their English and American history

classes on de Toqueville’s observations of

American life in the 1830s, examining

whether his characterization of American

society is still applicable today.




rethinking how well questions of purpose,

audience, and genre have been

addressed. For example, after rethinking

how well they have handled matters of


7 of 24 12/5/2011 4:17 PM

style, meaning, and tone from the

perspective of the major rhetorical

elements, graduating seniors revise a

formal letter to their school committee,

detailing how they have benefited from the

education they have received in the district

and offering suggestions for improving the

educational experience of future students.

22.10 ~ Standard English Conventions ~

Use all conventions of standard English

when writing and editing.


Organize ideas for emphasis in a way that

suits the purpose of the writer. For

example, students select a method of

giving emphasis (most important

information first or last, most important

idea has the fullest or briefest

presentation) when supporting a thesis

about characterization in Edwin Arlington

Robinson’s narrative poems, “Richard

Corey” and “Miniver Cheevy.” Or students

use one of five methods (comparison and

contrast, illustration, classification,

definition, analysis) of organizing their

ideas in exposition as determined by the

needs of their topic.


open-ended questions to explore a topic of

interest, design and carry out research,

and evaluate the quality of the research

paper in terms of the adequacy of its

questions, materials, approach, and

documentation of sources. For example,

as they study the modern history of Native

American groups, students analyze the

difference between open-ended research

questions and “biased” or “loaded”

questions. The answers to open-ended


8 of 24 12/5/2011 4:17 PM

questions are not known in advance (e.g.,

“How do casinos on tribal land affect the

economy of the Native American group

owning them and the economy of the

region?”). In a “biased” or “loaded”

question, on the other hand, the wording

of the question suggests a foregone

conclusion (e.g.,“Why are casinos on tribal

lands detrimental to Native Americans and

to the economy of the region?”).

Summer Reading: Exploring Moral Dilemmas

Essential


Learning


How does one

discern right from

wrong?

What

constitutes a moral

dilemma?

Where do our

morals come

from?

Novels:

Andre Dubus III:

House of Sand and

Fog; Fyodor

Dostoevsky: Crime

and Punishment

(H)

Essays/Articles:

Nicholas Wade: "Is

'Do Unto Others'

Written into our

Genes?"; Vaclav

Havel: "Our Moral

Footprint"

University of

Virginia Web

Demonstrate

effective reading

through marking up

a text.

Respond to

both fiction and

nonfiction through

writing and

discussion.

View film

critically.

Compare and

contrast book with

film.

Marked

newspaper and

magazine articles9/30/2010

Guided Journal

Writing9/30/2010

Socratic

Seminar - 029/30/2010

Film Review9/30/2010

Expository

Essay (H)9/30/2010

Reading Quiz9/30/2010

Students

organize and

present information

appropriately.

Students

understand how to


texts.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.


widely used professional evaluation forms for

group discussion, evaluate how well

participants engage in discussions at a local

meeting. For example, using evaluation

guidelines developed by the National Issues

Forum, students identify, analyze, and

evaluate the rules used in a formalor informal

government meeting or on a television news

discussion program.



responses to focused group discussion in an

organized and systematic way. For example,

students read and discuss “The Fall of the

House of Usher,” by Edgar Allan Poe, as an

example of observer narration; “The Prison,”

by Bernard Malamud, as an example of single

character point of view; and “The Boarding

House,” by James Joyce, as an example of

multiple character point of view. Students




9 of 24 12/5/2011 4:17 PM

Questionnaire:

Dr. Jonathan Haidt

2011

Suzanne Collins'

The Hunger

Games

Think critically

about individual

morality versus

group morality.

Recognize shift

in point of view.

Reads and

interprets text

independently.


readers, and present their ideas to the class.



analyze the point(s) of view in a literary work.


Imaginative/Literary Texts ~ Analyze patterns

of imagery or symbolism and connect them to

themes and/or tone and mood.


Informational/Expository Texts ~ Analyze and

evaluate the logic and use of evidence in an

author’s argument.

9.07 ~ Making Connections ~ Relate a

literary work to the seminal ideas of its time.

For example, students read Matthew Arnold’s

poem, “Dover Beach.” In order to understand

the 19th century controversy over the

implications of evolutionary theory, they read

letters, essays, and excerpts from the period.

Then they use what they have learned to

inform their understanding of the poem and

write an interpretive essay.






view, and characterization in Toni Morrison’s

The Bluest Eye in light of Stanley Crouch’s

criticism of her work, and conduct a class

debate on the validity of his criticism.

13.26 ~ Nonfiction ~ Analyze and evaluate the

logic and use of evidence in an author’s

argument.


10 of 24 12/5/2011 4:17 PM

19.28 ~ Writing ~ Imaginative/Literary Writing

~ Write well-organized stories or scripts with

an explicit or implicit theme, using a variety of

literary techniques.


Writing ~ Write coherent compositions with a



paragraphs, and logical argumentation. For

example, students compose an essay for

their English and American history classes on

de Toqueville’s observations of American life

in the 1830s, examining whether his

characterization of American society is still

applicable today.

22.10 ~ Standard English Conventions ~ Use

all conventions of standard English when

writing and editing.

23.15 ~ Organizing Ideas in Writing ~ Craft

sentences in a way that supports the

underlying logic of the ideas. For example,

after writing a critical essay, students

examine each sentence to determine whether

the placement of phrases or dependent

clauses supports the emphasis they desire in


whole.

26.06 ~ Analysis of Media ~ Identify the

aesthetic effects of a media presentation and

identify and evaluate the techniques used to

create them. For example, on computers

students go to web sites such as the National

Park Service that are visual and nonlinear in

nature. They evaluate the effectiveness of the

visual design and the accuracy and

organization of the text and visual information


11 of 24 12/5/2011 4:17 PM

"What a Piece of Work is Man" - Ancient Greek Philosophy and the Evolution of Theatre

Essential


Learning


Should man

attempt to control

his destiny?

Is madness

ever divinest

Sense?

How does

shifting the critical

lense inform our

assessment of a

text?

How does one

live a good life?

In a world of

Zoloft can there

still be tragic

heroes?

What would

Socrates say?

What is the

role of the author

in informing human

consciousness?

Texts: Aristotle's

"The Poetics";

Lawrence Downes

"Oedipus Max: Four

Nights of Anguish

and Applause in

Sing Sing"; Carey

Goldberg, "Morality

Play"; Arnold Kettle,

"Hamlet in a

Changing World";

Frank O'Connor,

"My Oedipus

Complex"; Plato,

"Allegory of the

Cave"; Plato,

"Apology"; Plato,

"Crito"; William

Shakespeare,

"Hamlet"; Elaine

Showalter,

"Representing

Ophelia: Women,

Madness, and the

Responsibilities of

Feminist Criticism";

Sophocles,

"Oedipus the King";

Sophocles,

"Antigone".

Film: "Hamlet"

dir. Kenneth

Brannaugh;

"Hamlet" dir. Franco

Zeffirelli; "Hamlet"

Explication/Close

Reading

Reading for

understanding.

Paraphrasing.

Applying

terminology.

Analyzing and

applying concepts to

literature and life

examples.

Demonstrating

effective reading

through note taking

and marking up

texts.

Responding to a

text either in writing

or verbally in

Socratic Seminars.

Employ terms

and concepts either

in conversation or in

writing.

Journal writing -

0112/31/2010

Socratic

Seminar - 0112/31/2010

Expository

Essay on Ancient

Greek Literature12/31/2010

Film Viewing

Quiz12/31/2010

Film Terms

Quiz12/31/2010

Quiz-Hamlet

passage12/31/2010

Explication de

Texte-Close

Reading of Hamlet12/31/2010

Journals-Book

into Film12/31/2010

2011 Be

self-directed

learners.

2011 Use

information

accurately and

creatively for the

issue or problem at

hand.

Students organize

and present

information

appropriately.

Students

understand how to


texts.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.



techniques and demonstrate understanding

of purpose, speaker, audience, and form

when completing expressive, persuasive, or

literary writing assignments.




organized and systematic way. For

example, students read and discuss “The

Fall of the House of Usher,” by Edgar Allan

Poe, as an example of observer narration;

“The Prison,” by Bernard Malamud, as an

example of single character point of view;

and “The Boarding House,” by James

Joyce, as an example of multiple character

point of view. Students summarize their

conclusions about how the authors’ choices

regarding literary narrator made a difference

in their responses as readers, and present

their ideas to the class.

3.17 ~ Oral Presentation ~ Deliver formal

presentations for particular audiences using

clear enunciation and appropriate

organization, gestures, tone, and

vocabulary.

3.18 ~ Oral Presentation ~ Create an

appropriate scoring guide to evaluate final

presentations.

4.26 ~ Vocabulary and Concept

Development ~ Identify and use correctly


12 of 24 12/5/2011 4:17 PM

dir. Sir Laurence

Olivier; "Hamlet" dir.

Michal Almereyda;

Cassian Harrison,

"The Greeks:

Crucible of

Civilization, Part

3--Empire of the

Mind".

Film

Terms:angle,

cinema,

cinematography,

close up, continuity,

cut, deep focus,

diegesis, dissolve,

editing, establishing

shot, fade, film,

following shot,

frame, Hollywood

Style, mise en

scene, montage,

over the shoulder

shot, pan, point-

of-view-shot,

scene, shot, take,

text, tracking shot.

Film Criticism--

Students learn how

to analyze a film,

comprehend the

synthesis of book to

film, and evaluate a

film according to

established film

criticism techniques.

Philosophy--This

unit explores the

Applying

Aristotelian

terminology and

concepts by means

of analyzing and

synthesizing Ancient

texts

(Oedipus/Antigone),

Renaissance text

(Hamlet) and

contemporary life (in

seminars and

written work).

Plan, develop,

compose and revise

expository essay

exploring one of the

essential questions.

Plan, develop,

compose and revise

paragraphs.

Recognize,

explain, and analyze

literary devices as

employed by

Shakespeare in

Hamlet.

Write and revise

an emulation of a

Shakespearean

soliloquy.

View and

analyze clips of

various film

Outside

Reading Book

Movie Review12/31/2010

Panel

Presentation-Book

into Film12/31/2010

Test-Hamlet12/31/2010

new words acquired through study of their

different relationships to other words.



analyze the point(s) of view in a literary

work.


Imaginative/Literary Texts ~ Analyze

patterns of imagery or symbolism and

connect them to themes and/or tone and

mood.


Informational/Expository Texts ~ Analyze

and evaluate the logic and use of evidence




For example, students read Matthew

Arnold’s poem, “Dover Beach.” In order to

understand the 19th century controversy

over the implications of evolutionary theory,

they read letters, essays, and excerpts from

the period. Then they use what they have

learned to inform their understanding of the

poem and write an interpretive essay.



allegory, pastoral) that overlap or cut across

the lines of genre classifications such as

poetry, prose, drama, short story, essay,

and editorial. For example, as they read

Joseph Heller’s Catch 22, students

consider: “Satirists harbor some distaste for

the establishment and are most effective

only when they present their message

subtly. One way to present the savage

follies of human beings more subtly is to


13 of 24 12/5/2011 4:17 PM

beginnings of

Western philosophy

with a focus upon

Socrates, Plato,

and Aristotle.

Literary Terms:

drama, tragedy,

tragic hero, tragic

flaw, hamartia,

hubris, catharsis,

reversal,

foreshadowing,

irony-dramatic,

situational, verbal,

satire, exposition,

rising action, climax,

falling action,

resolution,

denouement, aside,

soliloquy, iambic

pentameter, blank

verse, imagery,

hyperbole, allusion,

simile, metaphor,

apostrophe,

paradox, extended

metaphor, pun,

double entendre,

allegory, symbolism

Psychology

Terms: Oedipus

Complex; Electra

Complex

Philosophical

Terms: Socratic

Dialogue; Real vs.

Really Real; forms,

archetypes

productions of

Hamlet, employing

film terminology.

Analyze a film,

comprehend the

synthesis of book to

film, assess and

critique a book that

has been

transformed into a

film, and role-play

the director in a oral

presentation.

create a fictional world in which humor,

irony, circular logic, and double talk are used

to make the disturbing, vulgar, and the

gruesome more palatable.” They write

essays evaluating the novel as an effective

piece of satire based on the criteria in the

statement.

11.06 ~ Theme ~ Apply knowledge of the

concept that a text can contain more than

one theme.

11.07 ~ Theme ~ Analyze and compare

texts that express a universal theme, and

locate support in the text for the identified

theme. For example, students compare

Sophocles’play Antigone and Robert Bolt’s

play, Man for All Seasons, or Mark Twain’s

The Adventures of Huckleberry Finn and

Rudyard Kipling’s Kim, as cross-cultural

examples of a similar theme and locate

words or passages that support their

understanding.










13.26 ~ Nonfiction ~ Analyze and evaluate

the logic and use of evidence in an author’s

argument.

13.27 ~ Nonfiction ~ Analyze, explain, and

evaluate how authors use the elements of

nonfiction to achieve their purposes. For

example, students analyze Night Country, by


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Outside

Reading Book--

Student selected

book into film.

Outside film

viewing-companion

film to student

selected book.

Loren Eiseley, or several essays by Lewis

Thomas or Stephen Jay Gould, and then

explain and evaluate how these authors

choose their language and organize their

writing to help the general reader

understand the scientific concepts they

present.

14.06 ~ Poetry ~ Analyze and evaluate the

appropriateness of diction and imagery

(controlling images, figurative language,

understatement, overstatement, irony,

paradox). For example, students examine

poems to explore the relationship between

the literal and the figurative in Mark Strand’s

“Keeping Things Whole,” Elinor Wylie’s “Sea

Lullaby,” Louis MacNeice’s “Prayer Before

Birth,” Margaret Walker’s “Lineage,” A.E.

Housman’s “To an Athlete Dying Young,”

W.H. Auden’s “Unknown Citizen,” Emily

Dickinson’s “I Taste a Liquor Never

Brewed,” and Percy Bysshe Shelley’s

“Ozymandias.” They report their findings to

the class, compare observations, and set

guidelines for further study.

15.09 ~ Style and Language ~ Identify,

analyze, and evaluate an author’s use of

rhetorical devices in persuasive argument.

17.08 ~ Dramatic Literature ~ Identify and

analyze types of dramatic literature. For

example, students read a comedy and

discuss the elements and techniques the

playwright used to create humor.

17.09 ~ Dramatic Literature ~ Identify and

analyze dramatic conventions (monologue,

soliloquy, chorus, aside, dramatic irony). For

example, students select a soliloquy from

Shakespeare’s Macbeth, a monologue from

Pirandello’s Six Characters in Search of an


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Author, or the lines from a chorus in a Greek

play such as Euripides’ The Bacchae,

analyze its purpose and effects in the play,

deliver the speech, and discuss their

interpretation of it to the class.

18.06 ~ Dramatic Reading and Performance

~ Demonstrate understanding of the

functions of playwright, director, technical

designer, and actor by writing, directing,

designing, and/or acting in an original play.

For example, students in a humanities class

researching World War II read news articles

and short stories, and interview family

members and friends about their memories

of the time period. After brainstorming ideas

for dramatic conflict, they create characters,

plot, dialogue, settings, and costume,

perform their play for an audience, and

participate in a post-performance discussion

of the choices they made in their plays.




rethinking how well questions of purpose,

audience, and genre have been addressed.

For example, after rethinking how well they

have handled matters of style, meaning, and

tone from the perspective of the major

rhetorical elements, graduating seniors

revise a formal letter to their school

committee, detailing how they have

benefited from the education they have


suggestions for improving the educational

experience of future students.

22.10 ~ Standard English Conventions ~

Use all conventions of standard English

when writing and editing.


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suits the purpose of the writer. For example,

students select a method of giving emphasis

(most important information first or last,

most important idea has the fullest or

briefest presentation) when supporting a

thesis about characterization in Edwin

Arlington Robinson’s narrative poems,

“Richard Corey” and “Miniver Cheevy.” Or

students use one of five methods

(comparison and contrast, illustration,

classification, definition, analysis) of

organizing their ideas in exposition as



aesthetic effects of a media presentation

and identify and evaluate the techniques

used to create them. For example, on

computers students go to web sites such as

the National Park Service that are visual and

nonlinear in nature. They evaluate the

effectiveness of the visual design and the

accuracy and organization of the text and

visual information

The Journey of Life - Making Sense. Stop Making Sense. A Sign/Signifier Approach to Man's Condition...and Literature. A is not A. A is A. How do I know that I

am I?

Essential


Learning


How are

people a product

of their

experiences?

The Stranger

by Albert Camus.

Siddhartha by

Hermann Hesse.

Demonstrate

effective reading

through notetaking,

marking up a text,

responding a text

either verbally or in

writing, or in

Journals-

Essential Questions4/30/2011

Research

Topics4/30/2011

2011

Demonstrate

commitment to

learning as a

lifelong process

2011 Act


Purpose ~ Use effective rhetorical techniques

and demonstrate understanding of purpose,

speaker, audience, and form when

completing expressive, persuasive, or literary

writing assignments.


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How does

literature function

as both a "window"

and a "mirror"?

What does it

mean to be

educated?

How can one

be truly happy in

life?

Is happiness

possible?

Is Senioritis an

existential

condition?

Is one life as

good as another?

"Little Buddha"

by Bernardo

Bertellucci

"The Myth of

Sisyphis"

translated by

Albert Camus

"All You Need

is Now" a

conversation with

Eckhard Tolle

Terms:

Existential, Faith,

Bad Faith, Absurd

Background

Info: Camus and

Hesse; Mid-20th

Century French

and Algerian

history and art

Religious

Allusions from

Buddhism,

Hinduism,

Christianity

"Connoisseur

of Chaos" by

Wallace Stevens

"Play of the

Absurd" by

Kynpham Sing

Nongkynrih

Socratic Seminars.

Research

terms, concepts,

and background

information using

databases, texts,

and the internet.

Present and

synthesize

research informally

in small groups;

Present research

formally before the

class and by

means of written

handouts.

Employ terms

and concepts

informally and in

writing.

Select and

illustrate scenes

from text,

employing imagery,

symbolism, and

appropriate title

and quotations.

Sythesize

knowledge gained

in reading the

various texts by

means of

comparing and

contrasting texts

across depicted

Test-The

Stranger4/30/2011

responsibly with

the interests of the

larger community

in mind.

2011 View failure

as an opportunity

to learn;

understand that

creativity and

innovation is a long

term, cyclical

process of small

successes and

frequent mistakes.

Students organize

and present

information

appropriately.

Students

understand how to


texts.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.


widely used professional evaluation forms for

group discussion, evaluate how well

participants engage in discussions at a local

meeting. For example, using evaluation

guidelines developed by the National Issues

Forum, students identify, analyze, and

evaluate the rules used in a formalor informal

government meeting or on a television news

discussion program.




organized and systematic way. For example,

students read and discuss “The Fall of the

House of Usher,” by Edgar Allan Poe, as an

example of observer narration; “The Prison,”

by Bernard Malamud, as an example of single

character point of view; and “The Boarding

House,” by James Joyce, as an example of

multiple character point of view. Students




readers, and present their ideas to the class.

3.17 ~ Oral Presentation ~ Deliver formal

presentations for particular audiences using

clear enunciation and appropriate

organization, gestures, tone, and vocabulary.

4.26 ~ Vocabulary and Concept Development

~ Identify and use correctly new words

acquired through study of their different

relationships to other words.



analyze the point(s) of view in a literary work.


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"The Graduate"

by Mike Nichols

times, cultures,

and societies.

Analyze and

elaborate upon

essential questions

in Socratic

Seminar

discussions and in

journal responses.


Imaginative/Literary Texts ~ Analyze patterns

of imagery or symbolism and connect them to

themes and/or tone and mood.


Informational/Expository Texts ~ Analyze and

evaluate the logic and use of evidence in an

author’s argument.



For example, students read Matthew Arnold’s

poem, “Dover Beach.” In order to understand

the 19th century controversy over the

implications of evolutionary theory, they read

letters, essays, and excerpts from the period.

Then they use what they have learned to

inform their understanding of the poem and

write an interpretive essay.



allegory, pastoral) that overlap or cut across

the lines of genre classifications such as

poetry, prose, drama, short story, essay, and

editorial. For example, as they read Joseph

Heller’s Catch 22, students consider:

“Satirists harbor some distaste for the

establishment and are most effective only

when they present their message subtly. One

way to present the savage follies of human

beings more subtly is to create a fictional

world in which humor, irony, circular logic, and

double talk are used to make the disturbing,

vulgar, and the gruesome more palatable.”

They write essays evaluating the novel as an

effective piece of satire based on the criteria

in the statement.

11.06 ~ Theme ~ Apply knowledge of the

concept that a text can contain more than one


19 of 24 12/5/2011 4:17 PM

theme.

11.07 ~ Theme ~ Analyze and compare texts

that express a universal theme, and locate

support in the text for the identified theme.

For example, students compare

Sophocles’play Antigone and Robert Bolt’s

play, Man for All Seasons, or Mark Twain’s

The Adventures of Huckleberry Finn and

Rudyard Kipling’s Kim, as cross-cultural

examples of a similar theme and locate

words or passages that support their

understanding.










14.06 ~ Poetry ~ Analyze and evaluate the

appropriateness of diction and imagery

(controlling images, figurative language,

understatement, overstatement, irony,

paradox). For example, students examine

poems to explore the relationship between

the literal and the figurative in Mark Strand’s

“Keeping Things Whole,” Elinor Wylie’s “Sea

Lullaby,” Louis MacNeice’s “Prayer Before

Birth,” Margaret Walker’s “Lineage,” A.E.

Housman’s “To an Athlete Dying Young,” W.H.

Auden’s “Unknown Citizen,” Emily Dickinson’s

“I Taste a Liquor Never Brewed,” and Percy

Bysshe Shelley’s “Ozymandias.” They report

their findings to the class, compare

observations, and set guidelines for further

study.


20 of 24 12/5/2011 4:17 PM

15.09 ~ Style and Language ~ Identify,

analyze, and evaluate an author’s use of

rhetorical devices in persuasive argument.

15.10 ~ Style and Language ~ Analyze and

compare style and language across

significant cross-cultural literary works. For

example, students compose essays in which

they analyze and compare figurative language

in a variety of selections from works such as

The Epic of Gilgamesh, The Odyssey, The

Hebrew Bible, The New Testament, The

Bhagavad-Gita, The Analects of Confucius,

and The Koran.

16.12 ~ Myth, Traditional Narrative, and

Classical Literature ~ Analyze the influence of

mythic, traditional, or classical literature on

later literature and film. For example,

students trace the archetypal theme of “the

fall” from the Old Testament as they read

Hawthorne’s “Rapaccini’s Daughter,” and

excerpts from Milton’s Paradise Lost and

view the film version of Bernard Malamud’s

The Natural. Or, students read The Oresteia,

by Aeschylus and compare it to a modern

version such as Eugene O’Neill’s Mourning

Becomes Electra or Jean-Paul Sartre’s The

Flies.


~ Write well-organized stories or scripts with

an explicit or implicit theme, using a variety of

literary techniques.


~ Write poems using a range of forms and

techniques.


Writing ~ Write coherent compositions with a



21 of 24 12/5/2011 4:17 PM


paragraphs, and logical argumentation. For

example, students compose an essay for

their English and American history classes on

de Toqueville’s observations of American life

in the 1830s, examining whether his

characterization of American society is still

applicable today.

21.09 ~ Revising ~ Revise writing to improve

style, word choice, sentence variety, and

subtlety of meaning after rethinking how well

questions of purpose, audience, and genre

have been addressed. For example, after

rethinking how well they have handled

matters of style, meaning, and tone from the

perspective of the major rhetorical elements,

graduating seniors revise a formal letter to

their school committee, detailing how they

have benefited from the education they have


suggestions for improving the educational

experience of future students.

22.10 ~ Standard English Conventions ~ Use

all conventions of standard English when

writing and editing.



suits the purpose of the writer. For example,

students select a method of giving emphasis

(most important information first or last, most

important idea has the fullest or briefest

presentation) when supporting a thesis about

characterization in Edwin Arlington Robinson’s

narrative poems, “Richard Corey” and

“Miniver Cheevy.” Or students use one of five

methods (comparison and contrast,

illustration, classification, definition, analysis)

of organizing their ideas in exposition as



22 of 24 12/5/2011 4:17 PM

23.15 ~ Organizing Ideas in Writing ~ Craft

sentences in a way that supports the

underlying logic of the ideas. For example,

after writing a critical essay, students

examine each sentence to determine whether

the placement of phrases or dependent

clauses supports the emphasis they desire in


whole.


open-ended questions to explore a topic of

interest, design and carry out research, and

evaluate the quality of the research paper in

terms of the adequacy of its questions,

materials, approach, and documentation of

sources. For example, as they study the

modern history of Native American groups,

students analyze the difference between

open-ended research questions and “biased”

or “loaded” questions. The answers to

open-ended questions are not known in

advance (e.g., “How do casinos on tribal land

affect the economy of the Native American

group owning them and the economy of the

region?”). In a “biased” or “loaded” question,

on the other hand, the wording of the

question suggests a foregone conclusion

(e.g.,“Why are casinos on tribal lands

detrimental to Native Americans and to the

economy of the region?”).


aesthetic effects of a media presentation and

identify and evaluate the techniques used to

create them. For example, on computers

students go to web sites such as the National

Park Service that are visual and nonlinear in

nature. They evaluate the effectiveness of the

visual design and the accuracy and

organization of the text and visual information


23 of 24 12/5/2011 4:17 PM

Final Exam-Semester II

Essential


Learning


Final

Exam-Semester II5/31/2011


24 of 24 12/5/2011 4:17 PM

teacher: core sen english sem year: 2010-2011 · teacher: core sen english sem year: ... utopia...

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