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Curriculum Framework for English IV: This twelfth grade course presents a study of British literature examining the major political, social and philosophical trends for several historical periods. Literary selections are analyzed, stressing themes, techniques, and historical reflections. The ultimate goal of the course is to cultivate student’s critical reading and writing skills in an effort to assist them in preparing for post-secondary endeavors. The completion and presentation of a research paper is an essential requirement.District: DSCYF Curricular Tool: Holt McDougal Literature Grade: 12

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Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit One: Text Features/Cite Textual Evidence “What stories will you tell your children?”Key Learning: Authors utilize text structures and text features to aid readers in comprehending informational and fictional texts; as well as, providing written responses to them.Time Frame: 5 weeksCC.11-12R.I.1& RL.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.CC.11-12R.I.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. CC.11-12R.L.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.CC.11-12R.I.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.CC.11-12R.I.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.CC.12R.I.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.CC.11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.11-12.W.9b: Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the

Assignment: Routine WritingGraphic Organizers WRITE AN EDITORIAL: In the selection from Utopia, Sir Thomas More explains how a good king should behave. Think of a few important leaders today. Choose one, research/complete graphic organizer and write a three-to-five-paragraph editorial in which you express your opinions about this leader. Consider both positive and negative aspects of the leader’s performance. Be sure to provide instruction on how he or she could become a better leader.Assignment (Analysis) Details/SummaryAfter reading a text, students complete an “It Says, I Say” Chart (Kylene Beers). Students choose three (or more) passages from a text that exemplify a theme or central idea and list those passages with page number citations in the “It Says” portion of chart. Then, in the corresponding “I Say” section of chart, students explain the author’s intent and/or how the passage relates to the central theme of the work. Assignment:(Analysis –report findings)How do readers use textual evidence to answer questions, confirm predictions, support

How do writers and speakers persuade audiences? (T2:indolence, plundering, lamentation,subjection;T3:analogy, repetition, rhetorical question, antithesis)

How do readers use textual evidence to answer questions, confirm predictions, and support responses to evaluate arguments? (T2:unconscionable, labyrinth, oration, T3:text structure, debate, argument, claims, counter-claims, perspectives) How do I analyze multiple texts to determine if they communicate similar meanings?(T2:breach, reprove, T3:rhyme, rhyme scheme, aesthetic)

Utopia (Excerpt) &

Speech Before the Spanish Armada Invasion (pgs. 444-451)

Female Orations (pgs. 470-475)

From Eve’s Apology –In Defense of Women (pgs. 476-479)

Power Points:Understanding Text Structure:http://dscyfeducation.wikispaces.com/ELA+Resources

It Says, I Say Chart http://teacherweb.com/QC/PontiacHighSchool/MissTaylor/it-says-i-say-and-so-chart-Document-Analysis.pdfSOAPS Strategy:This strategy may be used with every type of text. Visit http://faculty.stuartschool.org/~leckstrom/SOAPSToneAnalysisStrategy.htm The All America Reads website, located at http://www.allamericareads.org/program/strategies.htm-offers reading strategies and lesson plans that can be used to assist struggling and reluctant readers. Literacy Portfolios/Class BlogMore information about teaching this strategy can be found at http://cnx.org/content/m

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Concept for Unit Two: Theme, Details, & Story Elements: “What is the Power of story?” 12th GradeKey Learning: An author’s language, stylistic choices, and devices lead to the primary function of the text. Time Frame: 5 weeks- Focus Standards RL2, RI2, RL3 & RI3CCSS RL 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.CCSS RL 2: Determine two or more themes or central ideas of a text and analyze in detail 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.CCSS RL 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).CCSS RL 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.)CCSS RL 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.CCSS RL 6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g.,

Assignment:(Analysis-report findings) process writingMOURNING AND BURIAL CUSTOMS: ORAL REPORTThe overwhelming death toll of the plague halted the mourning and burial practices that Londoners were used to. Have students research the traditions and social expectations surrounding death, mourning, and burial in 17th-century London and present an oral report, supported by visuals. Students may use these questions to begin their research:•How long did the period of mourning last for near family? Distant family? Friends?•What special clothing or accoutrements were required for mourning?•Who handled the care of the body and the burial?•What kinds of burial services were common, and where were they held?•What were some commonly held superstitions surrounding death and burial?AP Challenge: Have students create a PowerPoint presentation that contrasts the mourning and burial customs of 17th-century London with those of today. (DOK -4 Report) A Journal of the Plague YearAssignment:

How does the author’s development of central ideas within a text assist readers in drawing conclusions and making inferences?( A Journal of the Plague Year)

How do authors build suspense in a story?(Excerpt from Robinson Crusoe)

How can experiences change people or characters? (Candide)

How is theme reflected through character behavior and elements of plot? (An Encounter with King George III)

How will locating the main idea and supporting details help me comprehend what I read? (Madness of King George Tied to Arsenic)

How do authors develop a series of ideas within a

A Journal of the Plague Year-parish-delirious-importuning-chamber-abated

Excerpt from Robinson Crusoe-desolate-sustenance

Candide-civility-consternation-doctrine-implicitly-oracle-remonstrate-sensibility-terrestrial

An Encounter with King George III-resounded-decamp-repugnance-undauntedly-discreet-volubility

Short Stories for Teens

http://theliterarylink.com/flowers.html

Power Notes:

http://my.hrw.com

Work Place Writers (Perdue Online Lab)

Holt/McDougal Power Notes for: http://my.hrw.com/

NovaNET Graphic Organizer: Plot DiagramCornell Note-Taking organizerhttp://www.uteed.net/jom/c16.pdf

Plot PowerPoint

Rubric for compare/contrast essay

Magnet Summary

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit One: Text Features/Cite Textual Evidence “What stories will you tell your children?”Key Learning: Authors utilize text structures and text features to aid readers in comprehending informational and fictional texts; as well as, providing written responses to them.Time Frame: 5 weeksCC.11-12R.I.1& RL.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.CC.11-12R.I.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. CC.11-12R.L.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.CC.11-12R.I.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.CC.11-12R.I.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.CC.12R.I.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.CC.11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.11-12.W.9b: Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the

Assignment: Routine WritingGraphic Organizers WRITE AN EDITORIAL: In the selection from Utopia, Sir Thomas More explains how a good king should behave. Think of a few important leaders today. Choose one, research/complete graphic organizer and write a three-to-five-paragraph editorial in which you express your opinions about this leader. Consider both positive and negative aspects of the leader’s performance. Be sure to provide instruction on how he or she could become a better leader.Assignment (Analysis) Details/SummaryAfter reading a text, students complete an “It Says, I Say” Chart (Kylene Beers). Students choose three (or more) passages from a text that exemplify a theme or central idea and list those passages with page number citations in the “It Says” portion of chart. Then, in the corresponding “I Say” section of chart, students explain the author’s intent and/or how the passage relates to the central theme of the work. Assignment:(Analysis –report findings)How do readers use textual evidence to answer questions, confirm predictions, support

How do writers and speakers persuade audiences? (T2:indolence, plundering, lamentation,subjection;T3:analogy, repetition, rhetorical question, antithesis)

How do readers use textual evidence to answer questions, confirm predictions, and support responses to evaluate arguments? (T2:unconscionable, labyrinth, oration, T3:text structure, debate, argument, claims, counter-claims, perspectives) How do I analyze multiple texts to determine if they communicate similar meanings?(T2:breach, reprove, T3:rhyme, rhyme scheme, aesthetic)

Utopia (Excerpt) &

Speech Before the Spanish Armada Invasion (pgs. 444-451)

Female Orations (pgs. 470-475)

From Eve’s Apology –In Defense of Women (pgs. 476-479)

Power Points:Understanding Text Structure:http://dscyfeducation.wikispaces.com/ELA+Resources

It Says, I Say Chart http://teacherweb.com/QC/PontiacHighSchool/MissTaylor/it-says-i-say-and-so-chart-Document-Analysis.pdfSOAPS Strategy:This strategy may be used with every type of text. Visit http://faculty.stuartschool.org/~leckstrom/SOAPSToneAnalysisStrategy.htm The All America Reads website, located at http://www.allamericareads.org/program/strategies.htm-offers reading strategies and lesson plans that can be used to assist struggling and reluctant readers. Literacy Portfolios/Class BlogMore information about teaching this strategy can be found at http://cnx.org/content/m

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satire, sarcasm, irony, or understatement).CCSS RI 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.CCSS RI 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.CCSS RI 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).CCSS RI 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.CCSS RI 9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical featuresCCSS W 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS W 1a: Introduce precise, knowledgeable claim(s), establish the

(Analysis –report findings/ process writing)VOLTAIRE’S 18TH CENTURYHave students work in small groups to learn more about Voltaire’s historical context. Here are some suggested topics to explore:•Voltaire and Isaac Newtonhis views on religion and the separation of church and state•his relationship with the Marquise du Châtelet•Voltaire and Frederick the Great•his views on race•the philosophy of Deism•the class structure of 18th-century France•Voltaire on democracy and monarchyAsk groups to present their findings to the class as a 3–5 minute oral report. Have them design a visual display summarizing their findings to accompany the report.AP Challenge: Have students use the reports as the basis for a satire in the style of Voltaire. Before beginning, have them consider the issue they will satirize, identify Voltaire’s position on the issue, and outline the critical points they will make. What outcome would he hope to achieve in writing this essay? (DOK -4 Report) Candide

Assignment:(Analysis)-Conduct Discussions/ short research project

piece of text? (The Poor and Their Betters)

Madness of King George Tied to ArsenicAdditional information:http://www.bbc.com/news/magazine-22122407 -monarch-reigned-contend

The Poor and Their Betters-epithets -appellation-avarice-prudence-laudable

Graphic Organizer –Short Story Themes

Independent Reading Novels: 11-12 Lexile Band1185L–1385L

LL:1420 The Scarlet Letter by Nathaniel HawthorneA young woman’s older husband has been missing for years. In his absence she has a love affair and becomes pregnant. She keeps the identity of her lover secret and bears the shame and public scorn by herself. Will her husband ever return? If so, will he seek revenge against his wife, her lover, or both?

Although the setting of The Scarlet Letter is Boston in the mid-1600s, the plot of this novel might fit into any modern-day soap opera. However, this novel goes much deeper than a TV drama. In a powerful struggle between good and evil, the very souls of the characters are at stake. What will win out—the darkness or the light?LL: 1230 Great Expectations by Charles DickensPip isn’t expecting much from life. He’s already lost

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significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.CCSS W 1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.CCSS W 1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS W 1e: Provide a concluding statement or section that follows from and supports the argument presented. CCSS W 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.CCSS W 2b: 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.CCSS W 2d: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CCSS W 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

WHY WE LOVE THE ROYALS: TV COMMENTARYRoyalty still command public attention in much the same way that movie stars, professional athletes, and other celebrities do. Ask students to consider why the public remains fascinated with “the royals” and what sorts of details seem to fuel this interest. Then assign students to create a news story for a TV news segment or an entertainment magazine based on Burney’s “Encounter with King George III.” They could create a live, on-the-spot interview with Fanny Burney discussing her experiences, a fact piece about the health of the king, or an editorial about the public’s curiosity about members of the royalty.AP Challenge: Have participants search for recent news stories involving royalty (or historic news stories, such as the abdication of King Edward VIII in 1936 or the death of Princess Diana in 1997). Have students create a bulletin-board display of the articles they find as well as the news stories they create themselves. (DOK-4 create) An Encounter with King George IIICulminating Activity:(Research-extended)-Performance Task THE LIFE OF : BIOGRAPHICAL SKETCHReview the arsenal of techniques that Boswell used to bring his

his parents and ended up in the care of his bitter older sister. However, her husband, Joe, is kind, and will train Pip to be a blacksmith, like him. But two strange encounters interrupt Pip’s simple childhood: a frightening meeting with an escaped convict and an invitation to the estate of the rich, weird Miss Havisham where he is a playmate for Estella, a girl in her care.

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sequences.CCSS W 3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS W 3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS W 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. CCSS W 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.CCSS SL 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS SL 6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. CCSS L 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS L 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS L 4: Present information,

subject to life. Then ask students to use these techniques, plus others that they consider appropriate, to create a biographical sketch of their own. Suggest that they refer to the Discuss ac-tivity on page 681, where they chose a possible subject and considered what kind of information to include or eliminate in a biography.Work with students to create a format for sharing the completed biographical sketches.

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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.CCSS L 4a: 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.CCSS L 4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).CCSS L 5a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.CCSS L 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit Three: Literary Elements and Devices – “Does Good Always Triumph?”Key Learning: Authors of literary and informational texts include details that help the reader analyze how theme or central ideas develop, emerge, and are shaped and refined. Time Frame: 5 weeksCC.11-12R.I.1& RL.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.

Assignment:(Analysis-report findings) process writingPastorals Through the AgesTell students that the pastoral originated in ancient Greece and

How does the use of speaker evoke meaning and feeling in literature?

The Passionate Shepherd to His Love (Marlowe)& The Nymph’s Reply to the Shepherd

Online Literature: Edgar Allan PoeAuthor BiographiesShort Stories for TeensWork Place Writers

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CC.11-12R.I.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.CC.11-12.R.I.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.CC.11-12.R.L.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).CC.11-12.R.L.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.)CCSS.11-12.R.I.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).CCSS.11-12.R.L.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).CCSS.11-12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly

Rome. Explain that the form has grown to encompass any literary work that expresses a reverence for nature or a longing for a simpler, more innocent way of life.Have small groups do library and Internet research to find 8–12 examples of pastoral poetry through the ages, beginning with the classical pastorals of Theocritus and Virgil.Challenge students to explore not only traditional Renaissance pastorals but also Romantic pastorals by William Blake, William Wordsworth, Percy Bysshe Shelley, and John Keats as well as modern pastorals by Robert Frost, Dylan Thomas, Ted Hughes, Seamus Heaney, Theodore Roethke, Mary Oliver, Wendell Berry, and others. After students have assembled their pastoral anthologies, have them present a group poetry reading, briefly introducing each period and poet and then explaining the pastoral elements in each poem.Film Treatment: A Sonnet on the Silver ScreenAsk students to imagine that they have been asked to come up with an idea for a movie that relates thematically to one of Shakespeare’s sonnets and in which that sonnet is recited. This movie might be set in any time period, as long as the setting and plot could logically include the sonnet. For example, it might take place in Elizabethan England with Shakespeare as the hero (as in the 1998 film Shakespeare in Love) or in contemporary America with a character who recites a sonnet at a wedding.Have student pairs or groups write a brief film treatment that lays out their basic concept for the movie, including its main characters, setting, plot, and specific link to the sonnet.

How can poetic form influence meaning in poetry?

How does an author’s use of literary devices (imagery, alliteration, metaphor, simile etc.) contribute to the meaning of the work as a whole?

How does annotation assist us in analyzing text?

How do readers interpret literary elements and devices to analyze text to distinguish between what the author states from what is really meant?

How do autobiographies and biographies differ from literary text?

How does researching an author give an insight into their writing style? (UD Lib Search)

(Raleigh)

Sonnets 18, 29, and 116 (Shakespeare)

Macbeth Act I~will be used for the next three lesson essential questions (The Interactive Reader’s version or the ELL Interactive Reader’s version can be used in conjunction with original text)

Macbeth Act I

Biography of Shakespeare

Biographies of Shakespeare, Petrarch, Marlowe, Spenser, Raleigh

(Perdue Online Lab)NovaNET Literary Devices BookmarksStudent Success PlanPowerPoint:How to Annotate

Excerpts from Shakespeare:http://www.nosweatshakespeare.com/quotes/tomorrow-and-tomorrow-and-tomorrow/ Diverse Learners Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. www.cast.org

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effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.CC.12R.I.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.CC.11-12.W.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.CC.11-12. W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CC.11-12.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.11-12.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.CC.11-12.SL.5: Make strategic use of digital media (e.g., textual, graphical,

Then have students “pitch” their treatment to the class as if they were trying to sell it to a movie studio.

What is Not What: PoemIn “Sonnet 116,” the speaker begins by presenting a definition by opposition, implying what love is by asserting what love is not. Similarly, in “Sonnet 130,” the speaker presents a portrait by opposition, declaring what his mistress is not by comparing her to what the conventional ideal of female beauty is.Have students write a poem that explores what something or someone is not. Although they can write any style of poem, suggest that students include at least one line modeled afterShakespeare’s “love is not love” or “My mistress’ eyes are nothing like the sun.” The subject of the poem might be love (as in “Sonnet 116”) or a person (as in “Sonnet 130”), or it might be something or someone completely different from Shakespeare’s subjects (such as rock music, baseball, a sibling, or a cat). Encourage students to challenge a conventional idea in theirpoems, and suggest that they begin by brainstorming lines based on these sentence models:•___________ is not__________.• My ___is nothing like____.Have students share their poems during a class poetry reading and then compile them into an Is Not anthology.MACBETH AND THE POWER OF WOMEN: ANALYTICAL ESSAYIn Act One students meet four women—Lady Macbeth and the trio of witches—all of whom are linked to evil. (Indeed, some critics feel that Macbeth is Shakespeare’s most misogynistic play.) Ask students to

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audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC11-12.L5a: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

write an essay that analyzes the roles and symbolic meanings of these women by answering these questions•How do these characters reflect or contradict expectations of women in Shakespeare’s time?•How are the witches similar to or different from Lady Macbeth?•What do the words and actions of these characters accomplish by the end of Act One?•How do those words and actions clarify the audience’s understanding of Macbeth himself and of Shakespeare’s ideas about ambition?Remind students to support their answers with textual evidence.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Unit Four Overview: Author’s Purpose/Author’s Style – “Do you set your own course?”Key Learning: Good readers understand that making meaning of complex texts requires a careful analysis of author’s choices.Guiding Question(s): Why do writers, write? How do we influence one another? What is style?Time Frame: 5 weeks CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author

Assignment:(Analysis –report findings)THE INDUSTRIAL REVOLUTIONThe Industrial Revolution is the backdrop of the debate between Macaulay and Carlyle. Have small groups research aspects of this tumultuous time in history, then create an informationsheet of their findings. Invite groups to exchange and discuss information sheets on these topics:•changes in agriculture•factory system•railroads

Why do writers write? (Persuasion)

How do we influence one another? (Persuasive Essay)

What is perspective?

How does changing perspective, change the story?

Evidence of Progress (pgs. 1030-1035)

The Condition of England (pgs. 1036-1043)

Responses to War and Colonialismfrom The Speeches, May 19, 1940

from No More Strangers Now:Young Voices from a New South Africa

Magnet Summaries(Template)Rubric for Compare Contrast EssayCornell Note-Taking organizerTemplateAuthor’s Purpose PowerPointBrochure & Advertising Resources:Media Smarts: Advertising –It’s Everywhere

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unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). C.C.9-10.R.I.6 Craft and Structure: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CC9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information

•urbanization•Jeremy Bentham and John Stuart Mill•Adam Smith, Thomas Malthus, and David Ricardo•steam engines•popular uprisingsAssignment:(Analysis –report findings) Assignment: (Perspective)logical appeals, or arguments that use reasons and evidenceto support a position• emotional appeals, which create strong feelings, such as pity or fear, to influence readers’ opinions• ethical appeals, which invoke shared values and principlesMACAULAY AND CARLYLE ON AMERICA:COMMENTARYMacaulay and Carlyle both acknowledged England’s wealth and productivity, yet each interpreted these signs from vastly different perspectives. Today, in the United States, some celebrate the country’s wealth and technological prowess, while others decry the growing inequality between rich and poor. Have students write an essay on the current state of America from the perspective of either commentator. They should use details that are appropriate to the current political and social context, while capturing the style of the thinker whose views they

How does identifying an author’s pattern of organization assist us in understand his/her purpose? How do text features differ between fiction and informational text?

Excerpt from Night

Literature as Social Criticism

Museum of Broadcast Communications

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flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.9-10.S.L.5 Presentation of Knowledge and Ideas: 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.CC.9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

represent.Assignment (Analysis)-Conduct Discussions:Point of View: Alternate NarrativeHave students rewrite the excerpt from Night from Mrs. Schächter’s point of view or that of her ten-year-old son. Suggest that they reread the selection to make notes about what the character would observe and might think or say at various points in the story. Then have them use their notes to write a three- or four-paragraph narrative of what happened. Invite volunteers to read their narratives aloud and provide feedback.Assignment(Analysis- Collaborate):Culminating Activity:(Research-extended)EVALUATE MEDIA INFLUENCE: ESSAYDiscuss with students how most significant political speeches are delivered via television today. Ask students to consider the effects of this change in medium from Churchill’s day to the pre-sent time. Are content and language as important as they would be in a radio speech? Or, are visual aids, the appearance of the

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speaker, gestures, and facial expression more significant in influencing the public’s perception of the speech? Have students decide what they think and write an essay explaining their opinion.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Unit Five Overview: Analyzing different mediums/Author’s Claims– How can we influence others?Key Learning: Information is presented differently based on the medium the author utilizes.Guiding Questions: How does presenting information in specific mediums change the message?Time Frame: Five Weeks CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and

Assignment:Constructing Support-Students will analyze how author’s ideas are developed and refined in the informational texts: “A Story Full of the Stuff of Sorrow” and “Sowing Change”. Which text supports the claim best? Cite evidence from the text to support your argument.Assignment:(Analysis –report findings)PROPAGANDADivide the class into small groups and have students in each group work together to collect three examples of contemporary propaganda. The examples

How do authors support their claims?What techniques make some ideas harder or easier to sell than others?What patterns of organization do authors use?How do readers distinguish text types from the patterns of organization found in the text?How do authors convey meaning through various mediums (interview, short story, newspaper article, video, etc.)?How would a topic be told differently in a magazine article as

Viewpoints on Globalization

Perceptions Shaped by the News

Wartime Propaganda

Magnet Summaries(Template)

Cornell Note-Taking organizerTemplateAuthor’s ClaimsBrochure & Advertising Resources:Media Smarts: Advertising –It’s Everywhere

DSCYF EDUCATION UNIT _______________________________________________________________________________________

tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CC9-10RL5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.CC9-10RI9.Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. CC9-10W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CC9-10W1ab. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that

might include political ads, advertisements, or literature promoting a particular religion, philosophy, or activity. They can be original posters, prints, or photocopies; photographs of signs or billboards; video recordings or digital files. Have groups present their materials to the other students and explain why they consider each of their examples to be propaganda. Arrange desks so that students can easily view each item presented. Use the presentations to launch a class discussion of students’ own views of what is and is not propaganda.Extended Thinking:(Analysis –collaboration)

opposed to a radio broadcast transcript?How do authors build suspense in a film and how does this differ from building suspense with the written word?

Film of Act I from Macbeth & Text from Macbeth Play/Act I

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anticipates the audience's knowledge level and concerns. CC9-10W1bc. Use words, phrases, and clauses 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. CC9-10W1cd. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CC9-10W1de. Provide a concluding statement or section that follows from and supports the argument presented. CC9-10W1eCC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and participate effectively in a range of collaborative discussions (one-on-one,

DSCYF EDUCATION UNIT _______________________________________________________________________________________

in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.9-10.S.L.5 Presentation of Knowledge and Ideas: 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.CC.9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.