teacher: core sen english sem year: 2012-13 s · resume, personal essay, application review sat...

Teacher: CORE SEN ENGLISH SEM Year: 2012-13

Course: English IV Month: All Months

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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

Questions Content Skills Assessments Lessons

Learning

Benchmarks Standards

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

needed

information/documents.

The Gap Year: Explore

the options available to

students who choose to

delay post secondary

education.

Entering the

Workforce: Explore

Organize

materials and

meet deadlines

Research and

evaluate available

options

Practice interview

techniques

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

Personal Essay--

Summer Reading

9/30/2012

Personal Essay

9/30/2012

Resume

9/30/2012

Student Support

Presentation:

What are the

options students

may pursue post

NHS?

Writing

Workshop-

Personal Essay

RAFT-Role Play

College

Admissions-

Essay Analysis

Peer Editing

Session

Teacher-Student

Essay Editing

Session

Naviance

Workshop

Reference

Expectations for

Student Learning:

A1, A3, A4, A6

Students organize

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.

Prioritize, plan

and manage work

to achieve the

intended result

2011

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 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.

2.06-Questioning,

Listening, and

Contributing ~ Analyze

differences in responses

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.

to listen and

speak effectively

in a large group

setting employing

specific details

and, additionally,

questioning and

constructive

criticism.

Use digital

technologies to

access, manage,

integrate,

evaluate and

create

information to

successfully

function in a

knowledge

economy 2011

Be self-directed

learners 2011

Demonstrate

commitment to

learning as a

lifelong process

2011

to focused group

discussion in an

organized and systematic

way. For example,

students read and discuss

â€œThe Fall of the

House of Usher,â€• by

Edgar Allan Poe, as an

example of observer

narration; â€œThe

Prison,â€• by Bernard

Malamud, as an example

of single character point

of view; and â€œThe

Boarding House,â€• 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.


Text ~

Informational/Expository

Texts ~ Analyze and

evaluate the logic and

use of evidence in an

author's argument.

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:

â€œSatirists 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.â€• 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 ~


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.

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.

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 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, â€œRichard

Coreyâ€• and

â€œMiniver Cheevy.â€•

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.

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 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 â€œbiasedâ€• or

â€œloadedâ€•

questions. The answers

to open-ended questions

are not known in

advance (e.g., â€œHow

do casinos on tribal land

affect the economy of

the Native American

group owning them and

the economy of the

region?â€•). In a

â€œbiasedâ€• or

â€œloadedâ€• question,

on the other hand, the

wording of the question

suggests a foregone

conclusion

(e.g.,â€œWhy are

casinos on tribal lands

detrimental to Native

Americans and to the

economy of the

region?â€•).

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

Questionnaire:

Dr. Jonathan Haidt

2011

Suzanne Collins'

The Hunger

Games

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.

Think critically

about individual

morality versus

group morality.

Recognize shift in

point of view.

Reads and

interprets text

independently.

2011

Creating different

types of questions:

factual, inductive,

Marked newspaper

and magazine

articles 9/30/2012

Guided Journal

Writing 9/30/2012

Socratic Seminar

9/30/2012

Film Review

9/30/2012

Expository Essay

(H) 9/30/2012

Reading Quiz

9/30/2012

Expository Essay--

Hunger Games

(2011) 9/1/2012

Types of

Questions

Workshop

Book Group

Discussion

Socratic Seminar-

Summer Reading

Book

Chapter/Section

Book Review-

Creative

Students organize

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.

Be self-directed

learners 2011

1.06-Discussion ~




group discussion,

evaluate how well




using evaluation


the National Issues




informal government

meeting or on a

television news

discussion program.

2.06-Questioning,

Listening, and



to focused group

discussion in an


way. For example,




and analytical

2011

Practice Socratic

Seminar

techniques: How

to listen and speak

effectively in a

large group setting

employing specific

details and,

additionally,

questioning and

constructive

criticism.


example of observer







James Joyce, as an

example of multiple





regarding literary

narrator made a

difference in their



class.


Text ~






Text ~


Texts ~ Analyze patterns

of imagery or symbolism

and connect them to

themes and/or tone and

mood.


Text ~


Texts ~ Analyze and



author's argument.

9.07-Making

Connections ~ Relate a

literary work to the

seminal ideas of its time.


read Matthew Arnold's

poem, â€œDover

Beach.â€• 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.


evaluate, and apply

knowledge of how



for rhetorical and


example, students


view, and





work, and conduct a

class debate on the


13.26-Nonfiction ~

Analyze and evaluate the

logic and use of evidence

in an author's argument.

19.28-Writing ~


Writing ~ Write well-

organized stories or

scripts with an explicit or

implicit theme, using a

variety of literary

techniques.

19.30-Writing ~



compositions with a





and logical

argumentation. For

example, students


their English and


on de Toqueville's

observations of


1830s, examining

whether his

characterization of


applicable today.





and editing.


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 the

sentence and in the

paragraph as a 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

O

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Satire--Candide

(or Optimism) ~

An analysis of how and why texts are political; how language can shape, transform, and inform audiences; how context--

historical, political, social, cultural, philosophical, etc. informs a text's meaning and shapes the audience's

response; how and why the human condition remains paradoxical...

Essential Questions Content Skills Assessments Lessons Learning


How do words

become weapons--

vehicles that inspire

social changes,

revolts, paradigm

shifts?

Why is satire so

Common

Texts: Voltaire's

Candide and

Ursula LeGuin's

"The Ones Who

Walk Away

From Omelas"

(2011)

Practice creating "Good"

Questions: Factual,

Inductive, Analytical

(2011)

Organize materials and

meet deadlines

Socratic

Seminar--

Candide

10/1/2012

Candide

Webquest

10/1/2012

Journal #1--

Candide:

Voltaire

Webquest--

Writing Lab

Voltaire

Wequest--

Discussion

Satire

Powerpoint

Presentation

2011 Be self-

directed learners.

2011 Use

information

accurately and

creatively for the

issue or problem

at hand.

L.11-12.1-Demonstrate

command of the


English grammar and

usage when writing or

speaking.

L.11-12.1.a-Apply the

understanding that

usage is a matter of

effective?

Why,

despite evolutionary

and revolutionary

forces, does the

human condition

remain the same?

How does one live

a good life?

Why is optimism

dangerous?

Identify the different

types of sentences and

sentence components;

Write sentences of

different

types; Understand how

structure, syntax, and

diction influence tone

and meaning (2011)

Practice Socratic Seminar

techniques: How to

listen and speak

effectively in a large

group setting employing

specific details and

additionally, questioning

and constructive

criticism.

Research using academic

and scholarly databases

as well as the internet;

assess validity of and

corroborate sources;

employ MLA format for

source citations--

Topic: the social,

political, historical, and

philosophical background

of Voltaire's Candide

Optimism

10/1/2012

Journal #2

Candide--Garden

as Metaphor

10/1/2012

Garden Project

10/1/2012

Candide Test

10/1/2012

Carousel--Satire

and Candide

10/1/2012

Vocabulary List

#1--Candide

10/1/2012

Vocabulary List

#2--Candide

10/1/2012

Vocabulary Quiz

#1--Candide

10/1/2012

Vocabulary Quiz

#2--Candide

10/1/2012

Recognizing

Satirical

Elements and

Types

Review of

Expectations for

Students in

Socratic Seminar

Attendance at

Live

Performance of

Candide

Socratic

Seminar--

Candide 1/2 way

point

Candide List #1

Vocabulary

Practice

Candide

Vocabulary List

#2 Practice

Discussion of

Journal #1--

Optimism

Discussion-

Candide Journal

#2--Garden as

Metaphor

Candide-Chapter

Discussions

Garden Project

Workshop

Students

organize 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.

Reference

Expectations for

Student

Learning: A1,

A3, A4, A6

convention, can change

over time, and is

sometimes contested.


command of the


English capitalization,

punctuation, and

spelling when writing.

L.11-12.2.b-Spell

correctly.

L.11-12.3-Apply

knowledge of language

to understand how

language functions in

different contexts, to

make effective choices

for meaning or style,

and to comprehend

more fully when

reading or listening.

L.11-12.3.a-Vary

syntax for effect,

consulting references

(e.g., Tufte's Artful

Sentences) for guidance

as needed; apply an

understanding of syntax

to the study of complex

texts when reading.

L.11-12.4.a-Use

context (e.g., the

overall meaning of a

(2011)

Demonstrate an

understanding of the

purpose of satire as well

as the specific types

(Horatian and Juvenalian)

and elements of satire by

means of the textual

analysis of entire texts

and parts of texts (2011)

Explicate a text or part of

a text to illustrate how

meaning spans the literal

and figurative, aided by

rhetorical techniques,

figurative language, and

context.

Demonstrate effective

reading through marking

up a text

Respond to fiction

sentence, paragraph, or

text; a word's position

or function in a

sentence) as a clue to

the meaning of a word

or phrase.


understanding of

figurative language,

word relationships, and

nuances in word

meanings.

L.11-12.5.a-Interpret

figures of speech (e.g.,

hyperbole, paradox) in

context and analyze

their role in the text.

L.11-12.6-Acquire and

use accurately general

academic and domain-

specific words and

phrases, sufficient for

reading, writing,

speaking, and listening

at the college and

career readiness level;

demonstrate

independence in

gathering vocabulary

knowledge when

considering a word or

phrase important to

comprehension or

through writing and

discussion

Collaborate with peers to

create a common

vocabulary/understanding

of key terms: satire,

utopia, dystopia,

philosophy, quest

Apply figurative

concepts, such as

imagery, symbolism,

allusion, and metaphor to

create a personal text

that reflects an abstract,

metaphorical concept

(Candide Garden Project

2011)

Apply knowledge

of close

reading/explication de

texte in a formal analysis

of a satirical text

(Candide Test 2011)

Demonstrate knowledge

of expectations for the

audience in a formal

performance (Class trip

to see the

musical Candide at the

expression.

RI.11-12.1-Cite strong

and thorough textual

evidence to support

analysis of what the

text says explicitly as

well as inferences

drawn from the text,

including determining

where the text leaves

matters uncertain.

RI.11-12.2-Determine

two or more central

ideas of a text and

analyze their

development over the

course of the text,

including how they

interact and build on

one another to provide

a complex analysis;

provide an objective

summary of the text.

RI.11-12.3-Analyze a

complex set of ideas or

sequence of events and

explain how specific

individuals, ideas, or

events interact and

develop over the course

of the text.


the meaning of words

Huntington Theater in

Boston, 2011).

and phrases as they are

used in a text, including

figurative, connotative,

and technical meanings;

analyze how an author

uses and refines the

meaning of a key term

or terms over the course

of a text (e.g., how

Madison defines faction

in Federalist No. 10).


an author's point of

view or purpose in a

text in which the

rhetoric is particularly

effective, analyzing

how style and content

contribute to the power,

persuasiveness, or

beauty of the text.

RL.11-12.1-Cite strong


evidence to support



well as inferences




matters uncertain.

RL.11-12.2-Determine

two or more themes or

central ideas of a text

and analyze their


course of the text,

including how they


one another to produce

a complex account;



RL.11-12.3-Analyze

the impact of the

author's choices

regarding how to

develop and relate

elements of a story or

drama (e.g., where a

story is set, how the

action is ordered, how

the characters are

introduced and

developed).




used in the text,

including figurative and

connotative meanings;

analyze the impact of

specific word choices

on meaning and tone,

including words with

multiple meanings or

language that is

particularly fresh,

engaging, or beautiful.

(Include Shakespeare as

well as other authors.)

RL.11-12.5-Analyze

how an author's choices

concerning how to

structure specific parts

of a text (e.g., the

choice of where to

begin or end a story, the

choice to provide a

comedic or tragic

resolution) contribute to

its overall structure and

meaning as well as its

aesthetic impact.

RL.11-12.6-Analyze a

case in which grasping

point of view requires

distinguishing what is

directly stated in a text

from what is really

meant (e.g., satire,

sarcasm, irony, or

understatement).

SL.11-12.1-Initiate and

participate effectively

in a range of

collaborative

discussions (one on-

one, in groups, and

teacher-led) with

diverse partners on

grades 11â€“12 topics,

texts, and issues,

building on others'

ideas and expressing

their own clearly and

persuasively.

SL.11-12.1.a-Come to

discussions prepared,

having read and

researched material

under study; explicitly

draw on that

preparation by referring

to evidence from texts

and other research on

the topic or issue to

stimulate a thoughtful,

well reasoned exchange

of ideas.

SL.11-12.1.d-Respond

thoughtfully to diverse

perspectives; synthesize

comments, claims, and

evidence made on all

sides of an issue;

resolve contradictions

when possible; and

determine what

additional information

or research is required

to deepen the

investigation or

complete the task.

SL.11-12.5-Make

strategic use of digital

media (e.g., textual,

graphical, audio, visual,

and interactive

elements) in

presentations to

enhance understanding

of findings, reasoning,

and evidence and to add

interest.

W.11-12.1.d-Establish

and maintain a formal

style and objective tone

while attending to the

norms and conventions

of the discipline in

which they are writing.

W.11-12.2-Write

informative/explanatory

texts to examine and

convey complex ideas,

concepts, and

information clearly and

accurately through the

effective selection,

organization, and

analysis of content.

W.11-12.2.b-Develop

the topic thoroughly by

selecting the most

significant and relevant

facts, extended

definitions, concrete

details, quotations, or

other information and

examples appropriate to

the audience's

knowledge of the topic.

W.11-12.2.e-Establish







W.11-12.3.A.MA-

Demonstrate


concept of theme by

writing short narratives,

poems, essays,

speeches, or reflections

that respond to

universal themes (e.g.,

challenges, the

individual and society,

moral dilemmas, the

dynamics of tradition

and change).

W.11-12.4-Produce

clear and coherent

writing in which the

development,

organization, and style

are appropriate to task,

purpose, and audience.

(Grade-specific

expectations for writing

types are defined in

standards 1â€“3 above.)

W.11-12.8-Gather

relevant information

from multiple

authoritative print and

digital sources, using

advanced searches

effectively; assess the

strengths and

limitations of each

source in terms of the

task, purpose, and

audience; integrate

information into the

text selectively to

maintain the flow of

ideas, avoiding

plagiarism and

overreliance on any one

source and following a

standard format for

citation.

W.11-12.9-Draw

evidence from literary

or informational texts

to support analysis,

reflection, and

research.

Be Careful What You Wish For: Exploring Utopian a

Essential


Learning


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 and

truth?

EQ: What are

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

Charlotte Perkins Gilman,

Herland

Yevgeny Zamyatin, We

Edward Bellamy, Looking

Backward

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 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

Outside Reading

Book Multimedia

Project and

Presentation

9/30/2012

Journal Writing

9/30/2012

Socratic Seminar

9/30/2012

Utopia Project-

Consensus

Building

9/30/2012

Unit Test: Utopian

and Dystopian

Literature

9/30/2012

Comparative

Essay 9/30/2012

Utopian/Dystopian

Text--Background

Context Research

10/1/2012

Utopian/Dystopian

Text--Background

Context Research

Presentation

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,

2.06-Questioning,

Listening, and



to focused group

discussion in an


way. For example,





example of observer







James Joyce, as an

example of multiple





regarding literary

narrator made a

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?

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-

Plan, develop, and compose

comparative research essay

responding to one of the

Essential Questions

Synthesize knowledge gained in

reading the various texts by

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.

Build Vocabulary and

practice usage in discussion as

well as in sentences (of different

types and with different syntax),

paragraphs, and essays: SAT

Related Words

from Utopian/Dystopian

texts (2011)

Employ research skills and

10/1/2012

Vocabulary Quiz

#1--

Utopia/Dystopia

Unit 10/1/2012

Vocabulary Quiz

#2--

Utopia/Dystopia

Unit 10/1/2012

Vocabulary List

#1--

Utopia/Dystopia

Unit 10/1/2012

Vocabulary List

#2--

Utopia/Dystopia

Unit 10/1/2012

Reading Quiz--

Common ORB

10/1/2012

Storyboard and

Present a Scene

(2011) 10/1/2012

Analysis of

Truman Show

and/or WALL-E--

Satire and

Utopia/Dystopia

10/1/2012

Satire Project

10/1/2012

Utopian/Dystopian

Text: Background

plan and

manage work

to achieve the

intended

result

Students

organize 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.

Be self-

directed

learners 2011

difference in their



class.


and analyze








and editorial. For



students consider:


distaste for the



they present their








used to make the


the gruesome more


Dramatic and Situational,

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 Vendetta; The

Truman Show; WALL-E

MLA format

Organize materials and meet

deadlines

demonstrate an understanding of

literary and filmic

considerations in transforming a

chapter from a novel into a

storyboard for a potential

screenplay. Consider: audience,

tone, style, concision, clarity.

The students will demonstrate an

understanding of how films and

texts employ Horatian and

Juvenalian satire to satirize the

human condition while

predicting or reflecting the

present and future

Apply knowledge of the purpose

of satire as well as the specific

types (Horatian and Juvenalian)

and elements of satire by means

of the textual analysis of entire

texts and parts of texts (2011)

and by the creation of an

original satire

Demonstrate proper usage of

commas and semi-colons

Context Research

Annotated Works

Cited 10/1/2012




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.


evaluate, and apply

knowledge of how


Demonstrate knowledge of

parallel structure (parallelism)

and understand how and why it

may be used for rhetorical

effect


for rhetorical and


example, students


view, and





work, and conduct a

class debate on the


13.26-Nonfiction ~




19.30-Writing ~



compositions with a





and logical

argumentation. For

example, students


their English and


on de Toqueville's

observations of


1830s, examining

whether his

characterization of


applicable today.




techniques and

demonstrate

understanding of

purpose, speaker,












genre have been



they have handled

matters of style,



major rhetorical









suggestions for

improving the


of future students.





and editing.




way that suits the




emphasis (most


first or last, most


fullest or briefest

presentation) when


characterization in

Edwin Arlington



Coreyâ€• and



five methods

(comparison and








in Writing ~ Craft









dependent clauses


they desire in the

sentence and in the


24.06-Research ~

Formulate original,


explore a topic of


out research, and





approach, and

documentation of



history of Native

American groups,








are not known in




the Native American


the economy of the






suggests a foregone

conclusion





economy of the

region?â€•).


command of the


English grammar and


speaking.


understanding that usage

is a matter of


over time, and is



command of the



punctuation, and spelling

when writing.

L.11-12.2.b-Spell

correctly.

L.11-12.4.a-Use context

(e.g., the overall

meaning of a sentence,

paragraph, or text; a

word's position or

function in a sentence) as

a clue to the meaning of

a word or phrase.

L.11-12.4.d-Verify the

preliminary

determination of the

meaning of a word or

phrase (e.g., by checking

the inferred meaning in

context or in a

dictionary).


understanding of



nuances in word

meanings.




context and analyze their

role in the text.




specific words and


reading, writing,

speaking, and listening at

the college and career

readiness level;

demonstrate

independence in


knowledge when


phrase important to

comprehension or

expression.



evidence to support

analysis of what the text

says explicitly as well as

inferences drawn from

the text, including

determining where the

text leaves matters

uncertain.


two or more central ideas

of a text and analyze

their development over

the course of the text,

including how they

interact and build on one

another to provide a

complex analysis;








events interact and


of the text.









meaning of a key term or

terms over the course of

a text (e.g., how



RI.11-12.6-Determine an

author's point of view or

purpose in a text in

which the rhetoric is

particularly effective,

analyzing how style and

content contribute to the

power, persuasiveness,

or beauty of the text.



evidence to support




the text, including


text leaves matters

uncertain.




and analyze their


course of the text,

including how they


another to produce a

complex account;



RL.11-12.3-Analyze the

impact of the author's

choices regarding how to

develop and relate





the characters are

introduced and

developed).




used in the text,




specific word choices on

meaning and tone,



language that is

particularly fresh,




RL.11-12.5-Analyze


concerning how to

structure specific parts of

a text (e.g., the choice of

where to begin or end a

story, the choice to

provide a comedic or

tragic resolution)

contribute to its overall

structure and meaning as

well as its aesthetic

impact.






from what is really


sarcasm, irony, or

understatement).


participate effectively in

a range of collaborative

discussions (one on- one,

in groups, and teacher-

led) with diverse

partners on grades

11â€“12 topics, texts,

and issues, building on

others' ideas and

expressing their own

clearly and persuasively.



having read and

researched material


draw on that preparation

by referring to evidence

from texts and other

research on the topic or

issue to stimulate a

thoughtful, well

reasoned exchange of

ideas.

SL.11-12.1.b-Work with

peers to promote civil,

democratic discussions

and decision making, set

clear goals and

deadlines, and establish

individual roles as

needed.

SL.11-12.1.c-Propel

conversations by posing

and responding to

questions that probe

reasoning and evidence;

ensure a hearing for a

full range of positions on

a topic or issue; clarify,

verify, or challenge ideas

and conclusions; and

promote divergent and

creative perspectives.






sides of an issue; resolve

contradictions when

possible; and determine

what additional

information or research

is required to deepen the

investigation or complete

the task.

SL.11-12.4-Present

information, findings,

and supporting evidence,

conveying a clear and

distinct perspective, such

that listeners can follow

the line of reasoning,

alternative or opposing

perspectives are

addressed, and the

organization,

development, substance,

and style are appropriate

to purpose, audience,

and a range of formal

and informal tasks.

SL.11-12.5-Make

strategic use of digital

media (e.g., textual,

graphical, audio, visual,

and interactive elements)

in presentations to

enhance understanding

of findings, reasoning,

and evidence and to add

interest.

W.11-12.1.c-Use words,

phrases, and clauses as

well as varied syntax to

link the major sections of

the text, create cohesion,

and clarify the

relationships between

claim(s) and reasons,

between reasons and

evidence, and between

claim(s) and

counterclaims.






of the discipline in which

they are writing.

W.11-12.2-Write




concepts, and




organization, and


W.11-12.2.a-Introduce a

topic; organize complex

ideas, concepts, and

information so that each

new element builds on

that which precedes it to

create a unified whole;

include formatting (e.g.,

headings), graphics (e.g.,

figures, tables), and

multimedia when useful

to aiding comprehension.

W.11-12.2.b-Develop


selecting the most


facts, extended





the audience's


W.11-12.2.c-Use

appropriate and varied

transitions and syntax to

link the major sections of

the text, create cohesion,

and clarify the

relationships among

complex ideas and

concepts.

W.11-12.2.d-Use precise

language, domain-

specific vocabulary, and

techniques such as

metaphor, simile, and

analogy to manage the

complexity of the topic.







they are writing.

W.11-12.2.f-Provide a

concluding statement or

section that follows from

and supports the

information or

explanation presented

(e.g., articulating

implications or the

significance of the

topic).

W.11-12.3-Write

narratives to develop real

or imagined experiences

or events using effective

technique, well-chosen

details, and well-

structured event

sequences.

W.11-12.3.a-Engage and

orient the reader by

setting out a problem,

situation, or observation

and its significance,

establishing one or

multiple point(s) of

view, and introducing a

narrator and/or

characters; create a

smooth progression of

experiences or events.

W.11-12.3.b-Use

narrative techniques,

such as dialogue, pacing,

description, reflection,

and multiple plot lines,

to develop experiences,

events, and/or characters.

W.11-12.3.c-Use a

variety of techniques to

sequence events so that

they build on one

another to create a

coherent whole and build

toward a particular tone

and outcome (e.g., a

sense of mystery,

suspense, growth, or

resolution).

W.11-12.4-Produce clear

and coherent writing in

which the development,




(Grade-specific




W.11-12.5-Develop and

strengthen writing as

needed by planning,

revising, editing,

rewriting, or trying a

new approach, focusing

on addressing what is

most significant for a

specific purpose and

audience. (Editing for

conventions should

demonstrate command of

Language standards

1â€“3 up to and

including grades

11â€“12 on page 54.)

W.11-12.7-Conduct

short as well as more

sustained research

projects to answer a

question (including a

self-generated question)

or solve a problem;

narrow or broaden the

inquiry when

appropriate; synthesize

multiple sources on the

subject, demonstrating


subject under

investigation.

W.11-12.8-Gather

relevant information

from multiple

authoritative print and

digital sources, using

advanced searches

effectively; assess the

strengths and limitations

of each source in terms

of the task, purpose, and

audience; integrate

information into the text

selectively to maintain

the flow of ideas,

avoiding plagiarism and

overreliance on any one

source and following a

standard format for

citation.

W.11-12.9-Draw

evidence from literary or

informational texts to

support analysis,

reflection, and research.

N

o

v

e

m

b

e

r

Continuation of Satire/Brave New Worlds

Essential


Learning


EQ How do you

find truth with a

capital T?

UQ What is truth?

Is it absolute or

relative?

EQ Is happiness

for humans or only

for cows?

UQ What is the

price of

happiness? Is it

worth it?

EQ What's so

great about

civilization

anyway?

UQ Does nature

trump nurture, or

vice versa?

Play:

The Tempest (if

time allows)

Poetry:

Auden "The

Unknown Citizen"

cummings "next to

of course"

Parker

"Unfortunate

Coincidence"

Dickinson "Much

Madness is

Divinest Sense"

Arnold "Dover

Beach"

Hecht "Dover

Bitch"

D

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

c

e

m

b

e

r

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

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.

Applying

Aristotelian

terminology and

concepts by means

of analyzing and

synthesizing

Journal writing

12/31/2012

Socratic

Seminar-

Oedipus Rex

12/31/2012

Expository Essay

on Ancient Greek

Literature

12/31/2012

Film Viewing

Quiz 12/31/2012

Film Terms Quiz

12/31/2012

Quiz-Hamlet

passage

12/31/2012

Explication de

Texte-Close

Reading of

Hamlet

12/31/2012

Journals-Book

into Film

12/31/2012

Outside Reading

Book Movie

Review

12/31/2012

Panel

Film Analysis

Passage Explications-

Cooperative Learning

Groups

Direct Instruction--

Rhetorical Devices

Direct Instruction--

Rhetorical Devices

Literature Circles

Creative

Response/Adaptation-

-Perform a Scene

Powerpoints--Intro.

to Ancient Greek

Philosophy

Powerpoint-Inductive

and Deductive

Reasoning/Socratic

Dialogue

Guided

Viewing/Analysis--

Greeks Empire of the

Mind

"School of Athens"-

Explication of

Raphael's Imagery

Guided Reading/Oral

Performance--Scenes

from Plays

Workshop--

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 appreciate

fictional texts.

Students are able

to read non-

fiction actively

and critically for

a variety of

purposes.

2.06-Questioning,

Listening, and



to focused group

discussion in an


way. For example,





example of observer







James Joyce, as an

example of multiple





regarding literary

narrator made a

difference in their



Criticism";

Sophocles,

"Oedipus the

King";

Sophocles,

"Antigone".

Film: "Hamlet"

dir. Kenneth

Brannaugh;

"Hamlet" dir.

Franco Zeffirelli;

"Hamlet" 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,

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

productions of

Hamlet, employing

film terminology.

Analyze a film,

comprehend the

synthesis of book to

Presentation-

Book into Film

12/31/2012

Test-Hamlet

12/31/2012

Socratic

Seminar--Hamlet

12/1/2012

Socratic

Seminar--

Antigone

12/1/2012

Hamlet Passage

Emulation

12/1/2012

Vocabulary List

#1--Oedipus

12/1/2012

Vocabulary List

#2--Oedipus Rex

12/1/2012

Vocabulary List

#1--Hamlet

12/1/2012

Vocabulary List

#2--Hamlet

12/1/2012

Vocabulary Quiz

#1--Oedipus

12/1/2012

Vocabulary Quiz

#2--Oedipus

12/1/2012

Shakespeare Passage

Emulation

Hamlet "Mashup"--

Why is Hamlet such a

classic?

The Oedipus

Complex-"My

Oedipus Complex"--

Introduce

Concept/Read and

Discuss Short Story

Feminist Criticism-

Why is Ophelia so

important?

class.

3.17-Oral Presentation ~

Deliver formal

presentations for

particular audiences

using clear enunciation

and appropriate

organization, gestures,

tone, and vocabulary.


Create an appropriate

scoring guide to evaluate

final presentations.

4.26-Vocabulary and

Concept Development ~

Identify and use

correctly new words

acquired through study

of their different

relationships to other

words.


Text ~






Text ~




and connect them to

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

beginnings of

Western

philosophy with a

focus upon

Socrates, Plato,

and Aristotle.

Literary Terms:

drama, tragedy,

tragic hero, tragic

flaw, hamartia,

film, assess and

critique a book that

has been

transformed into a

film, and role-play

the director in a oral

presentation.

Demonstrate an

understanding of

how and

why authors

employ rhetorical

devices and

figurative language

as well as meter,

rhythm, rhyme, and

diction.

Employ rhetorical

devices and

figurative language

as well as meter,

rhythm, rhyme, and

diction in their own

writing.

Build vocabulary

and practice usage

in discussion as well

as in sentences (of

different types and

with different

syntax), paragraphs,

Vocabulary Quiz

#1--Hamlet

12/1/2012

Vocabulary Quiz

#2--Hamlet

12/1/2012

Quiz--Hamlet

Explication de

Texte Act IV

12/1/2012


mood.


Text ~


Texts ~ Analyze and



author's argument.

9.07-Making






poem, â€œDover


understand the 19th


the implications of








interpretive essay.


and analyze




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;

and essays (College

Board Vocabulary

List and Vocabulary

from Oedipus Rex,

Antigone, Hamlet)

Build knowledge of

and apply rhetorical

techniques of

inversion and

antithesis





and editorial. For



students consider:


distaste for the



they present their








used to make the


the gruesome more





the criteria in the

statement.

11.06-Theme ~ Apply

knowledge of the



forms, archetypes

Outside Reading

Book--Student

selected book

into film.

Outside film

viewing-

companion film

to student

selected book.

theme.



express a universal

theme, and locate



example, students


Antigone and Robert


Seasons, or Mark




as cross-cultural






evaluate, and apply

knowledge of how



for rhetorical and


example, students


view, and





work, and conduct a

class debate on the


13.26-Nonfiction ~




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 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,


understatement,

overstatement, irony,

paradox). For example,

students examine poems

to explore the

relationship between the

literal and the figurative

in Mark Strand's

â€œKeeping Things

Whole,â€• Elinor

Wylie's â€œSea

Lullaby,â€• Louis

MacNeice's â€œPrayer

Before Birth,â€•

Margaret Walker's

â€œLineage,â€• A.E.

Housman's â€œTo an

Athlete Dying

Young,â€• W.H.

Auden's â€œUnknown

Citizen,â€• Emily

Dickinson's â€œI Taste a

Liquor Never

Brewed,â€• and Percy

Bysshe Shelley's

â€œOzymandias.â€•

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 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


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.




techniques and

demonstrate

understanding of

purpose, speaker,












genre have been



they have handled

matters of style,



major rhetorical









suggestions for

improving the


of future students.





and editing.




way that suits the




emphasis (most


first or last, most


fullest or briefest

presentation) when


characterization in

Edwin Arlington



Coreyâ€• and



five methods

(comparison and









effects of a media


and evaluate the






that are visual and


evaluate the



accuracy and




command of the


English grammar and


speaking.


understanding that usage

is a matter of


over time, and is



command of the



punctuation, and spelling

when writing.

L.11-12.2.b-Spell

correctly.

L.11-12.3-Apply

knowledge of language

to understand how

language functions in

different contexts, to

make effective choices

for meaning or style, and

to comprehend more

fully when reading or

listening.

L.11-12.3.a-Vary syntax

for effect, consulting

references (e.g., Tufte's

Artful Sentences) for

guidance as needed;

apply an understanding

of syntax to the study of

complex texts when

reading.

L.11-12.4-Determine or

clarify the meaning of

unknown and multiple-

meaning words and

phrases based on grades

11â€“12 reading and

content, choosing

flexibly from a range of

strategies.

L.11-12.4.a-Use context

(e.g., the overall

meaning of a sentence,

paragraph, or text; a

word's position or

function in a sentence) as

a clue to the meaning of

a word or phrase.

L.11-12.4.d-Verify the

preliminary

determination of the

meaning of a word or

phrase (e.g., by checking

the inferred meaning in

context or in a

dictionary).


understanding of



nuances in word

meanings.




context and analyze their

role in the text.




specific words and


reading, writing,

speaking, and listening at

the college and career

readiness level;

demonstrate

independence in


knowledge when


phrase important to

comprehension or

expression.



evidence to support




the text, including


text leaves matters

uncertain.


two or more central ideas

of a text and analyze

their development over

the course of the text,

including how they


another to provide a

complex analysis;








events interact and


of the text.









meaning of a key term or

terms over the course of

a text (e.g., how



RI.11-12.6-Determine an

author's point of view or

purpose in a text in

which the rhetoric is

particularly effective,

analyzing how style and

content contribute to the

power, persuasiveness,

or beauty of the text.



evidence to support




the text, including


text leaves matters

uncertain.




and analyze their


course of the text,

including how they


another to produce a

complex account;



RL.11-12.3-Analyze the

impact of the author's

choices regarding how to

develop and relate





the characters are

introduced and

developed).




used in the text,




specific word choices on

meaning and tone,



language that is

particularly fresh,




RL.11-12.5-Analyze


concerning how to

structure specific parts of

a text (e.g., the choice of

where to begin or end a


provide a comedic or

tragic resolution)

contribute to its overall

structure and meaning as


impact.






from what is really


sarcasm, irony, or

understatement).

RL.11-12.7-Analyze

multiple interpretations

of a story, drama, or

poem (e.g., recorded or

live production of a play

or recorded novel or

poetry), evaluating how

each version interprets

the source text. (Include

at least one play by

Shakespeare and one

play by an American

dramatist.)

RL.11-12.10-By the end

of grade 11, read and

comprehend literature,

including stories,

dramas, and poems, in

the grades 11â€“CCR

text complexity band

proficiently, with

scaffolding as needed at

the high end of the

range. By the end of

grade 12, read and


including stories,

dramas, and poems, at

the high end of the

grades 11â€“CCR text

complexity band

independently and

proficiently.


participate effectively in

a range of collaborative

discussions (one on- one,

in groups, and teacher-

led) with diverse

partners on grades

11â€“12 topics, texts,

and issues, building on

others' ideas and

expressing their own

clearly and persuasively.



having read and

researched material


draw on that preparation

by referring to evidence

from texts and other

research on the topic or


thoughtful, well

reasoned exchange of

ideas.

SL.11-12.1.c-Propel

conversations by posing

and responding to

questions that probe

reasoning and evidence;

ensure a hearing for a

full range of positions on

a topic or issue; clarify,

verify, or challenge ideas

and conclusions; and

promote divergent and

creative perspectives.






sides of an issue; resolve

contradictions when

possible; and determine

what additional

information or research

is required to deepen the

investigation or complete

the task.







they are writing.

W.11-12.1.e-Provide a



and supports the

argument presented.

W.11-12.2-Write




concepts, and




organization, and


W.11-12.2.b-Develop


selecting the most


facts, extended





the audience's


W.11-12.2.d-Use precise

language, domain-

specific vocabulary, and

techniques such as










they are writing.




and supports the

information or


(e.g., articulating

implications or the

significance of the

topic).

W.11-12.3-Write

narratives to develop real

or imagined experiences

or events using effective

technique, well-chosen

details, and well-

structured event

sequences.

W.11-12.3.a-Engage and

orient the reader by

setting out a problem,

situation, or observation

and its significance,

establishing one or


view, and introducing a

narrator and/or


smooth progression of

experiences or events.

W.11-12.4-Produce clear

and coherent writing in

which the development,




(Grade-specific




J

a

n

u

a

r

y

Continuation of

~

Preparation for Midyear Exam--Review prior units: Preparation for Life Post-NHS; Satire; Brave New Worlds--

Utopia/Dystopia; "What a Piece of Work is Man"

Essential


Learning


Apply knowledge

of the purpose of

satire as well as

the specific types

(Horatian and

Juvenalian)

and elements of

satire by means of

the textual analysis

of entire texts and

parts of texts

(2011) and by the

creation of an

original satire

Demonstrate an

Midyear Exam

1/1/2013

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

appreciate fictional


command of the


English grammar and


speaking.


command of the



punctuation, and

spelling when writing.

L.11-12.2.b-Spell

correctly.


understanding of



understanding of

the purpose of

satire as well as

the specific types

(Horatian and

Juvenalian)

and elements of

satire by means of

the textual analysis

of entire texts and

parts of texts

(2011)

Demonstrate

effective reading

through marking

up a text

Explicate a text or

part of a text to

illustrate how

meaning spans the

literal and

figurative, aided

by rhetorical

techniques,

figurative

language, and

texts.

Students are able

to read non-fiction

actively and

critically for a

variety of

purposes.

Be self-directed

learners 2011

nuances in word

meanings.




context and analyze

their role in the text.




specific words and


reading, writing,

speaking, and listening

at the college and

career readiness level;

demonstrate

independence in


knowledge when


phrase important to

comprehension or

expression.


an author's point of

view or purpose in a

text in which the

rhetoric is particularly

effective, analyzing

how style and content

contribute to the power,

persuasiveness, or

context.

Analyzing and

applying concepts

to literature and

life examples.

Applying

terminology.

Classify texts as

either "utopian"or

"dystopian",

arriving at a

"working set of

criteria" or

"blueprint" for

creating a

utopia/dystopia.

(Paradox--Good is

Evil; Evil is Good.

Freedom is

Slavery; Slavery is

Freedom. etc.)

Connect learning

acquired in the

unit to history as

well as

contemporary life.

Explication/Close

Reading

Employ terms and

concepts

informally and in

beauty of the text.



evidence to support



well as inferences




matters uncertain.




and analyze their


course of the text,

including how they


one another to produce

a complex account;



RL.11-12.3-Analyze

the impact of the

author's choices

regarding how to

develop and relate





the characters are

writing. introduced and

developed).




used in the text,




specific word choices

on meaning and tone,



language that is

particularly fresh,




RL.11-12.5-Analyze


concerning how to

structure specific parts

of a text (e.g., the

choice of where to

begin or end a story, the

choice to provide a

comedic or tragic

resolution) contribute to

its overall structure and

meaning as well as its

aesthetic impact.






from what is really


sarcasm, irony, or

understatement).

RL.11-12.10-By the

end of grade 11, read

and comprehend

literature, including

stories, dramas, and

poems, in the grades

11â€“CCR text

complexity band

proficiently, with

scaffolding as needed at

the high end of the

range. By the end of

grade 12, read and


including stories,

dramas, and poems, at

the high end of the

grades 11â€“CCR text

complexity band

independently and

proficiently.

W.11-12.1-Write

arguments to support

claims in an analysis of

substantive topics or

texts, using valid

reasoning and relevant

and sufficient evidence.

W.11-12.1.c-Use

words, phrases, and

clauses as well as

varied syntax to link the

major sections of the

text, create cohesion,

and clarify the

relationships between

claim(s) and reasons,

between reasons and

evidence, and between

claim(s) and

counterclaims.








W.11-12.1.e-Provide a


section that follows

from and supports the

argument presented.

W.11-12.2-Write




concepts, and




organization, and


W.11-12.2.b-Develop


selecting the most


facts, extended





the audience's


W.11-12.2.c-Use

appropriate and varied

transitions and syntax

to link the major

sections of the text,

create cohesion, and

clarify the relationships

among complex ideas

and concepts.

W.11-12.2.d-Use

precise language,

domain-specific

vocabulary, and

techniques such as














from and supports the

information or


(e.g., articulating

implications or the

significance of the

topic).

W.11-12.4-Produce

clear and coherent

writing in which the

development,




(Grade-specific



standards 1â€“3

above.)

F

e

b

r

Outside Reading

Book (ORB)--Book

Into Film ~

In collaborative reading groups that will morph into film production companies, students choose a challenging text to

read/digest/discuss, which will be transformed into a 2-3 minute film trailer. The trailers will be viewed at the "Book

Into Film" Festival, just prior to April vacation. This unit will span from Februrary to mid-

April: Reading/Analysis/Film Planning/Film Production/Post Production

u

a

r

y



How are film and

literature

alike? How are

they different?

What does it mean

to be "faithful" to a

work of literature?

How can film

manipulate

narrative structure?

How "faithful" to a

work of literature

should a film

version strive to

be?

Outside Reading

Books--In

collaborative

learning groups

created by students,

students read and

discuss a common

text, using journal

prompts, book

group protocols,

and essential

questions.

Film criticism and

creation (various

films, trailers, and

clips, depending on

class)--Criticism

and Application of

Film Terminology

Film Criticism--

Read

Reviews/Search for

on-line reviews,

film clips,

etc. Synthesize,

analyze,

etc. Relate to

essential questions.

Film Adaptation--

The ORB

develop proficiency

with the tools of

technology--video

cameras, Macs,

iPods, iMovie,

Garage Band, etc.

build relationships

with others to pose

and solve problems

collaboratively

design and share

information to meet

a variety of

purposes

manage, analyze,

and synthesize

multiple streams

and sources of

information

create, critique, and

evaluate

multimedia texts

attend to the ethical

responsibilities of a

complex 21st

Century

environment

Journal #1--Book

Into Film 1/3 of

Book-Character

2/1/2013

Journal--Book Into

Film--2/3 of Book--

Setting 2/1/2013

Journal--Book Into

Film--Last Third--

Structure 2/1/2013

Outside Reading

Book--Independent

Reading 2/1/2013

Book Group

Meeting #1

2/1/2013

Book Group

Meeting #2

2/1/2013

Book Group

Meeting #3

2/1/2013

Teaser Pitch--

Create and Present

2/1/2013

Trailer Storyboard

2/1/2013

Comparative

Analysis of Film

Trailers 2/1/2013

Outside Reading

Book Groups

Film Production

(Pre, During, Post)

How to Use a video

camera--Tutorial

How to use iMovie

Tutorials (how to

convert, how to

input music, how to

edit sound, how to

edit video, how to

upload video, etc...)

Film Pitch-The 5

Ws and H

Film Trailer

Analysis-What

constitutes a

"good" trailer?

What elements

comprise a "good"

trailer?

Tutorial-How to

Storyboard?

Film Festival

Preparation

Socratic Seminar:

In class viewing of

trailers/Discussion

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.

2011 Understand

both how and why

media messages are

constructed, and for

what purposes

L.11-12.1-

Demonstrate

command of the

conventions of

standard English

grammar and usage

when writing or

speaking.

L.11-12.2-

Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing.

L.11-12.2.a-

Observe

hyphenation

conventions.

L.11-12.2.b-Spell

correctly.

L.11-12.3-Apply

knowledge of

language to

understand how

language functions

in different

contexts, to make

collaborative

learning groups

morph into film

production teams

and engage in pre-

production,

production, and

post-production of

an original film

trailer following

MPAA guidelines,

NHS technology-

use guidelines.

Students are

responsible for

casting, costumes,

soundtrack, set

design, production

design,

etc. Students use

video cameras and

iMovie for editing.

build knowledge of

and apply technical

(film and media)

vocabulary in

informal and

formal writing and

conversations.

Movie Trailer Pre-

Production

2/1/2013

Movie Trailer--

Production

2/1/2013

Movie Trailer Post-

Production

2/1/2013

Film Trailer

2/1/2013

Film Trailer

Introduction and

Presentation at

Festival 2/1/2013

Film Critique--

Apply Film Terms

2/1/2013

Screenplay

Writing--Develop

Scripts for Key

Scenes 2/1/2013

Film Trailer--

Project Reflection

2/1/2013

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

and present

information

appropriately.

Students

understand how to


texts.


read non-fiction

actively and

critically for a


2011 Demonstrate

commitment to

learning as a

effective choices

for meaning or

style, and to

comprehend more

fully when reading

or listening.

L.11-12.3.a-Vary

syntax for effect,

consulting

references (e.g.,

Tufte's Artful

Sentences) for

guidance as

needed; apply an

understanding of

syntax to the study

of complex texts

when reading.

L.11-12.4-

Determine or

clarify the meaning

of unknown and

multiple-meaning

words and phrases

based on grades

11â€“12 reading

and content,

choosing flexibly

from a range of

strategies.

L.11-12.4.a-Use

context (e.g., the

overall meaning of

lifelong process

2011 Act

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.


read non-fiction

actively and

critically for a


Be self-directed

a sentence,

paragraph, or text;

a word's position or

function in a

sentence) as a clue

to the meaning of a

word or phrase.

L.11-12.5-

Demonstrate

understanding of

figurative

language, word

relationships, and

nuances in word

meanings.

L.11-12.5.a-

Interpret figures of

speech (e.g.,

hyperbole,

paradox) in context

and analyze their

role in the text.

L.11-12.6-Acquire

and use accurately

general academic

and domain-

specific words and

phrases, sufficient

for reading,

writing, speaking,

and listening at the

college and career

readiness level;

learners 2011

Prioritize, plan and

manage work to

achieve the

intended result

2011

Use digital

technologies to

access, manage,

integrate, evaluate

and create

information to

successfully

function in a

knowledge

economy 2011

Be self-directed

learners 2011

Demonstrate

commitment to

learning as a

lifelong process

2011

Students organize

and present

information

appropriately.

Students

understand how to


texts.

demonstrate

independence in

gathering

vocabulary

knowledge when

considering a word

or phrase important

to comprehension

or expression.

RL.11-12.1-Cite

strong and

thorough textual

evidence to support

analysis of what

the text says

explicitly as well as

inferences drawn

from the text,

including

determining where

the text leaves

matters uncertain.

RL.11-12.2-

Determine two or

more themes or

central ideas of a

text and analyze

their development

over the course of

the text, including

how they interact

and build on one

another to produce


read non-fiction

actively and

critically for a


Reference

Expectations for

Student Learning:

A1, A3, A4, A6

a complex account;

provide an

objective summary

of the text.

RL.11-12.3-

Analyze the impact

of the author's

choices regarding

how to develop and

relate elements of a

story or drama

(e.g., where a story

is set, how the

action is ordered,

how the characters

are introduced and

developed).

RL.11-12.4-

Determine the

meaning of words

and phrases as they

are used in the text,

including figurative

and connotative

meanings; analyze

the impact of

specific word

choices on meaning

and tone, including

words with

multiple meanings

or language that is

particularly fresh,

engaging, or

beautiful. (Include

Shakespeare as

well as other

authors.)

RL.11-12.5-

Analyze how an

author's choices

concerning how to

structure specific

parts of a text (e.g.,

the choice of where

to begin or end a


provide a comedic

or tragic resolution)

contribute to its

overall structure

and meaning as


impact.

RL.11-12.6-

Analyze a case in

which grasping

point of view

requires

distinguishing what

is directly stated in

a text from what is

really meant (e.g.,

satire, sarcasm,

irony, or

understatement).

RL.11-12.7-

Analyze multiple

interpretations of a

story, drama, or

poem (e.g.,

recorded or live

production of a

play or recorded

novel or poetry),

evaluating how

each version

interprets the

source text.

(Include at least

one play by

Shakespeare and

one play by an

American

dramatist.)

RL.11-12.10-By

the end of grade

11, read and

comprehend



poems, in the

grades 11â€“CCR

text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.

By the end of grade

12, read and

comprehend



poems, at the high

end of the grades

11â€“CCR text

complexity band

independently and

proficiently.

SL.11-12.1-Initiate

and participate

effectively in a

range of

collaborative

discussions (one

on- one, in groups,

and teacher-led)

with diverse

partners on grades

11â€“12 topics,

texts, and issues,

building on others'

ideas and

expressing their

own clearly and

persuasively.

SL.11-12.1.a-Come

to discussions

prepared, having

read and researched

material under

study; explicitly

draw on that

preparation by

referring to

evidence from texts

and other research

on the topic or


thoughtful, well

reasoned exchange

of ideas.

SL.11-12.1.b-Work

with peers to

promote civil,

democratic

discussions and

decision making,

set clear goals and

deadlines, and

establish individual

roles as needed.

SL.11-12.1.c-

Propel

conversations by

posing and

responding to

questions that

probe reasoning

and evidence;

ensure a hearing

for a full range of

positions on a topic

or issue; clarify,

verify, or challenge

ideas and

conclusions; and

promote divergent

and creative

perspectives.

SL.11-12.5-Make

strategic use of

digital media (e.g.,

textual, graphical,

audio, visual, and

interactive

elements) in

presentations to

enhance

understanding of

findings, reasoning,

and evidence and

to add interest.

SL.11-12.6-Adapt

speech to a variety

of contexts and

tasks,

demonstrating a

command of formal

English when

indicated or

appropriate. (See

grades 11â€“12

Language

standards 1 and 3

on page 54 for

specific

expectations.)

W.11-12.1.d-

Establish and

maintain a formal

style and objective

tone while

attending to the

norms and

conventions of the

discipline in which

they are writing.

W.11-12.2.a-

Introduce a topic;

organize complex

ideas, concepts,

and information so

that each new

element builds on

that which precedes

it to create a

unified whole;

include formatting

(e.g., headings),

graphics (e.g.,

figures, tables), and

multimedia when

useful to aiding

comprehension.

W.11-12.2.b-

Develop the topic

thoroughly by

selecting the most

significant and

relevant facts,

extended

definitions,

concrete details,

quotations, or other

information and

examples

appropriate to the

audience's

knowledge of the

topic.

W.11-12.2.d-Use

precise language,

domain-specific

vocabulary, and

techniques such as

metaphor, simile,

and analogy to

manage the

complexity of the

topic.

W.11-12.2.e-

Establish and

maintain a formal

style and objective

tone while

attending to the

norms and

conventions of the

discipline in which

they are writing.

W.11-12.2.f-

Provide a

concluding

statement or


from and supports

the information or

explanation

presented (e.g.,

articulating

implications or the

significance of the

topic).

W.11-12.3-Write

narratives to

develop real or

imagined

experiences or

events using

effective technique,

well-chosen details,

and well-structured

event sequences.

W.11-12.3.a-

Engage and orient

the reader by

setting out a

problem, situation,

or observation and

its significance,

establishing one or


view, and

introducing a

narrator and/or


smooth progression

of experiences or

events.

W.11-12.3.A.MA-

Demonstrate

understanding of

the concept of

theme by writing

short narratives,

poems, essays,

speeches, or

reflections that

respond to

universal themes

(e.g., challenges,

the individual and

society, moral

dilemmas, the

dynamics of

tradition and

change).

W.11-12.3.b-Use

narrative

techniques, such as

dialogue, pacing,

description,

reflection, and

multiple plot lines,

to develop

experiences,

events, and/or

characters.

W.11-12.3.c-Use a

variety of

techniques to

sequence events so

that they build on

one another to

create a coherent

whole and build

toward a particular

tone and outcome

(e.g., a sense of

mystery, suspense,

growth, or

resolution).

W.11-12.3.d-Use

precise words and

phrases, telling

details, and sensory

language to convey

a vivid picture of

the experiences,

events, setting,

and/or characters.

W.11-12.3.e-

Provide a

conclusion that

follows from and

reflects on what is

experienced,

observed, or

resolved over the

course of the

narrative.

W.11-12.4-Produce

clear and coherent

writing in which

the development,

organization, and

style are

appropriate to task,

purpose, and

audience. (Grade-

specific

expectations for

writing types are

defined in

standards 1â€“3

above.)

W.11-12.10-Write

routinely over

extended time

frames (time for

research, reflection,

and revision) and

shorter time frames

(a single sitting or a

day or two) for a

range of tasks,

purposes, and

audiences.

A

p

r

i

l

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 The Stranger by Demonstrate Journals-Essential Existentialism and 2011 Demonstrate 1.06-Discussion ~

product of their

experiences?

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?

Albert Camus.

Siddhartha by

Hermann Hesse.

"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

effective reading

through

notetaking,

marking up a text,

responding a text

either verbally or

in writing, or in

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,

Questions

4/30/2013

Research Topics

4/30/2013

Test-The Stranger

4/30/2013

Portfolio--Journey

of Life 4/1/2013

Siddhartha Topics-

-Collaborative

Learning Group

Research

Presentations

4/1/2013

the Absurd

Powerpoint

Existential

Philosophers

Powerpoint--

Camus and Sartre

Collaborative

Research Group

Presentations--

Concepts in

Hesse's Siddhartha

Collaborative

Research Groups-

Concepts in

Hesse's Siddhartha

Viewing and

Discussion of

Bertolucci's "Little

Buddha" as it

relates to Hesse's

Siddhartha

"All You Need is

Now" Socratic

Seminar and

Response Journal

Socratic Seminar:

"The Myth of

Sisyphus" and The

Stranger By Albert

Camus

Chapter

Presentations--

Hesse's Siddhartha

commitment to

learning as a

lifelong process

2011 Act

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

appreciate

fictional texts.

Students are able

to read non-fiction

actively and

critically for a




group discussion,

evaluate how well




using evaluation


the National Issues




informal government

meeting or on a

television news

discussion program.

2.06-Questioning,

Listening, and



to focused group

discussion in an


way. For example,





example of observer



Kynpham Sing

Nongkynrih

"The Graduate" by

Mike Nichols

Kite Runner by

Khalid Hosseini

Outside Reading

Book--Student

Choice; Journey of

Life

Theme/Reflects

Essential

Questions

symbolism, and

appropriate title

and quotations.

Sythesize

knowledge gained

in reading the

various texts by

means of

comparing and

contrasting texts

across depicted

times, cultures,

and societies.

Analyze and

elaborate upon

essential questions

in Socratic

Seminar

discussions and in

journal responses.

Chapter

Presentations--The

Stranger by

Camus

Socratic Seminar--

Herman Hesse's

Siddhartha

Powerpoint--

Herman Hesse

background

information

Workshop--The

Journey of Life

Portfolio

View and Discuss

"The Graduate" by

Mike Nichols

variety of

purposes.





James Joyce, as an

example of multiple





regarding literary

narrator made a

difference in their



class.


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.


Text ~






Text ~




and connect them to


mood.


Text ~


Texts ~ Analyze and



author's argument.

9.07-Making






poem, â€œDover


understand the 19th


the implications of








interpretive essay.


and analyze








and editorial. For



students consider:


distaste for the



they present their








used to make the


the gruesome more





the criteria in the

statement.

11.06-Theme ~ Apply

knowledge of the



theme.



express a universal

theme, and locate



example, students


Antigone and Robert


Seasons, or Mark




as cross-cultural






evaluate, and apply

knowledge of how



for rhetorical and


example, students


view, and





work, and conduct a

class debate on the


14.06-Poetry ~ Analyze

and evaluate the

appropriateness of

diction and imagery

(controlling images,


understatement,

overstatement, irony,

paradox). For example,

students examine poems

to explore the

relationship between the

literal and the figurative

in Mark Strand's

â€œKeeping Things

Whole,â€• Elinor

Wylie's â€œSea

Lullaby,â€• Louis

MacNeice's â€œPrayer

Before Birth,â€•

Margaret Walker's

â€œLineage,â€• A.E.

Housman's â€œTo an

Athlete Dying

Young,â€• W.H.

Auden's â€œUnknown

Citizen,â€• Emily

Dickinson's â€œI Taste a

Liquor Never

Brewed,â€• and Percy

Bysshe Shelley's

â€œOzymandias.â€•

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.

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

â€œthe fallâ€• from the

Old Testament as they

read Hawthorne's

â€œRapaccini's

Daughter,â€• 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.

19.28-Writing ~


Writing ~ Write well-

organized stories or

scripts with an explicit or

implicit theme, using a

variety of literary

techniques.

19.29-Writing ~


Writing ~ Write poems

using a range of forms

and techniques.

19.30-Writing ~



compositions with a





and logical

argumentation. For

example, students


their English and


on de Toqueville's

observations of


1830s, examining

whether his

characterization of


applicable today.




techniques and

demonstrate

understanding of

purpose, speaker,












genre have been



they have handled

matters of style,



major rhetorical









suggestions for

improving the


of future students.





and editing.




way that suits the




emphasis (most


first or last, most


fullest or briefest

presentation) when


characterization in

Edwin Arlington



Coreyâ€• and



five methods

(comparison and








in Writing ~ Craft









dependent clauses


they desire in the

sentence and in the


24.06-Research ~

Formulate original,


explore a topic of


out research, and





approach, and

documentation of



history of Native

American groups,








are not known in




the Native American


the economy of the






suggests a foregone

conclusion





economy of the

region?â€•).



effects of a media


and evaluate the






that are visual and


evaluate the



accuracy and



M

a

y Final Exam-

Semester II ~

Review units from February through beginning of May (This time-frame begins on or around May 1 and corresponds with

AP testing which begins around May 1 as well as the essay writing and applications for senior scholarships, NHS Student

Support final check-ins with senior students, etc. It comprises about two weeks of intensive post-NHS planning and reflection

as well as final exam preparations.) in preparation for the Senior Seminar Final Exam and life after NHS.



EQ: How do I live

a good life?

Outside Reading

Books--In

Sythesize

knowledge gained

Final Exam-

Semester II

Student Support

Check In

2011 Be self-

directed learners.

L.11-12.1-

Demonstrate

UQ: How do I

prepare for life post

NHS?

UQ: What are my

options post NHS?

Which option is

best for me?

How can film

manipulate

narrative structure?

How "faithful" to a

work of literature

should a film

version strive to

be?

How are people a

product of their

experiences?

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 one life as good

as another?

collaborative

learning groups

created by students,

students read and

discuss a common

text, using journal

prompts, book

group protocols,

and essential

questions.

Film criticism and

creation (various

films, trailers, and

clips, depending on

class)--Criticism

and Application of

Film Terminology

The Stranger by

Albert Camus

Siddhartha by

Hermann Hesse

Kite Runner by

Khalid Hosseini

"All You Need is

Now"-Interview

with Eckhardt Tolle

"The Graduate" by

Mike Nichols

Hamlet by William

Shakespeare and

film versions by

Michael Almeryda,

Kenneth

in reading the

various texts by

means of

comparing and

contrasting texts

across depicted

times, cultures, and

societies

Employ terms and

concepts informally

and in writing.

Analyze and

elaborate upon

essential

questions probed

in Socratic Seminar

discussions and in

journal responses in

an expository essay

or paragraph.

build knowledge of

and apply technical

(film and media)

vocabulary in

informal and

formal writing and

conversations.

Organize materials

and meet deadlines

Research and

5/31/2013

Reflection--End of

Year Senior

Seminar 5/1/2013

Review for Final

Exam

Independent Exam

Preparation

2011 Use

information

accurately and

creatively for the

issue or problem at

hand.

Students organize

and present

information

appropriately.

Students

understand how to


texts.


read non-fiction

actively and

critically for a

variety of

purposes.

command of the

conventions of

standard English

grammar and usage

when writing or

speaking.

L.11-12.2-

Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing.

L.11-12.2.b-Spell

correctly.

L.11-12.6-Acquire

and use accurately

general academic

and domain-

specific words and

phrases, sufficient

for reading,

writing, speaking,

and listening at the

college and career

readiness level;

demonstrate

independence in

gathering

vocabulary

knowledge when

Brannaugh, and

Franco Zefferelli

evaluate available

options

Assess personal

interests, abilities,

and goals

considering a word

or phrase important

to comprehension

or expression.

RI.11-12.1-Cite

strong and

thorough textual

evidence to support

analysis of what

the text says

explicitly as well as

inferences drawn

from the text,

including

determining where

the text leaves

matters uncertain.

RI.11-12.2-

Determine two or

more central ideas

of a text and

analyze their

development over

the course of the

text, including how

they interact and

build on one

another to provide

a complex analysis;

provide an

objective summary

of the text.

RI.11-12.4-

Determine the

meaning of words

and phrases as they

are used in a text,

including

figurative,

connotative, and

technical

meanings; analyze

how an author uses

and refines the

meaning of a key

term or terms over

the course of a text

(e.g., how Madison

defines faction in

Federalist No. 10).

RL.11-12.2-

Determine two or

more themes or

central ideas of a

text and analyze

their development

over the course of

the text, including

how they interact

and build on one

another to produce

a complex account;

provide an

objective summary

of the text.

RL.11-12.3-

Analyze the impact

of the author's

choices regarding

how to develop and

relate elements of a

story or drama

(e.g., where a story

is set, how the

action is ordered,

how the characters

are introduced and

developed).

RL.11-12.4-

Determine the

meaning of words

and phrases as they

are used in the text,

including figurative

and connotative

meanings; analyze

the impact of

specific word

choices on meaning

and tone, including

words with

multiple meanings

or language that is

particularly fresh,

engaging, or

beautiful. (Include

Shakespeare as

well as other

authors.)

RL.11-12.5-

Analyze how an

author's choices

concerning how to

structure specific

parts of a text (e.g.,

the choice of where

to begin or end a


provide a comedic

or tragic resolution)

contribute to its

overall structure

and meaning as


impact.

RL.11-12.6-

Analyze a case in

which grasping

point of view

requires

distinguishing what

is directly stated in

a text from what is

really meant (e.g.,

satire, sarcasm,

irony, or

understatement).

RL.11-12.10-By

the end of grade

11, read and

comprehend



poems, in the

grades 11â€“CCR

text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.

By the end of grade

12, read and

comprehend



poems, at the high

end of the grades

11â€“CCR text

complexity band

independently and

proficiently.

W.11-12.2.e-

Establish and

maintain a formal

style and objective

tone while

attending to the

norms and

conventions of the

discipline in which

they are writing.

W.11-12.3-Write

narratives to

develop real or

imagined

experiences or

events using

effective technique,

well-chosen details,

and well-structured

event sequences.

W.11-12.3.A.MA-

Demonstrate

understanding of

the concept of

theme by writing

short narratives,

poems, essays,

speeches, or

reflections that

respond to

universal themes

(e.g., challenges,

the individual and

society, moral

dilemmas, the

dynamics of

tradition and

change).

W.11-12.3.b-Use

narrative

techniques, such as

dialogue, pacing,

description,

reflection, and

multiple plot lines,

to develop

experiences,

events, and/or

characters.

W.11-12.3.d-Use

precise words and

phrases, telling

details, and sensory

language to convey

a vivid picture of

the experiences,

events, setting,

and/or characters.

teacher: core sen english sem year: 2012-13 s · resume, personal essay, application review sat...

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