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Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Explorations in the Art of Fiction and Non-Fiction: LA IV – Honors Grade: 12

For adoption by all regular education programs Board Approved: <Type Date Here> as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Mission, Vision, Beliefs, and Goals Page 4

Core Curriculum Content Standards Page 5

Scope and Sequence Pages 6-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-70

Pages 75-76

Quarterly Benchmark Assessments Pages 71-74

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME Robert Byrnes

CURRICULUM SUPERVISOR Pamela Ackerman-Garcia

mailto:[email protected]






Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Scope and Sequence

Quarter 1

Unit Topics(s)

I. Lyrics and Drama 1. English Renaissance Poetry

a. Selected sonnets by Henry Howard, Sir Philip Sidney, Sir Thomas Wyatt, and Edmund Spenser

b. “My Sweetest Lesbia” – Thomas Campion and “The Silver Swan” – Orlando Gibbons

c. Selected sonnets by William Shakespeare

2. Shakespearean Theatre – Tragedy and Comedy (chosen from the titles listed below)

a. Hamlet b. Othello c. Twelfth Night

II. The Human Spirit

1. Seventeenth-Century Cavalier Poetry a. “Disdain Returned” – Thomas Carew

b. “On My First Son” or “On My First Daughter” and an excerpt from Cynthia’s Revels – Ben Jonson c. Selected poems by Robert Herrick

2. Seventeenth-Century Metaphysical Poetry a. Selected poems by Andrew Marvell, Richard Crashaw, Edmund Waller, and John Donne

Scope and Sequence

Quarter 2

Unit Topic(s)

I. Betrayal The Nineteenth-Century Novel (chosen from the titles listed below)

a. The Friend of the Family – Fyodor Dostoevsky b. Heart of Darkness – Joseph Conrad c. Jude the Obscure – Thomas Hardy d. The Tenant of Wildfell Hall – Anne Bronte e. Tess of the D’Ubervilles – Thomas Hardy f. The Turn of the Screw – Henry James g. Wuthering Heights – Emily Bronte II. Perspective

Non-Fiction a. Selected American and British Essays b. Excerpts from Daniel Defoe’s A Journal of the Plague Year or Jamaica Kincaid’s A Small Place c. Research Paper

III. The Grotesque

The Early Twentieth-Century American Short Story a. Winesburg, Ohio – Sherwood Anderson

Scope and Sequence

Quarter 3

Unit Topic(s)

I. Man and Nature Romanticism

1. English Romanticism a. “London, 1802” and other selected poems – William

Wordsworth b. “Ozymandias” and other selected poems – Percy

Bysshe Shelley c. Selected poems by Lord Byron d. “Kubla Khan” – Samuel Taylor Coleridge

2. American Romanticism a. “The Tide Rises, The Tide Falls” and other selected

poems – Henry Wadsworth Longfellow b. “When I Heard the Learn’d Astronomer” and other

selected poems – Walt Whitman c. Selected short stories by Nathaniel Hawthorne,

Washington Irving, and/or Herman Melville

II. Futuristic Visions Science Fiction

1. The Science Fiction Short Story a. Selected short stories from The Doors of His Face, The

Lamps of His Mouth and Other Stories by Roger Zelazny, Conditionally Human and Other Stories by Walter M. Miller, or a collection of stories by Isaac Asimov, Terry Bisson, Arthur C. Clarke, Philip K. Dick, or Ursula K. LeGuin

2. The Science Fiction Novel (chosen from the titles listed below) a. The Forever War – Joe Haldeman

b. Frankenstein – Mary Shelley c. The Moon Is a Harsh Mistress – Robert A. Heinlein

d. The Sirens of Titan – Kurt Vonnegut

Scope and Sequence

Quarter 4

Unit Topic(s)

I. Conflict The Short Story – 1950-2000 (chosen from the titles listed below) a. Ellis Island and Other Stories – Mark Helprin b. Interpreter of Maladies – Jumpa Lahiri c. The Loneliness of the Long-Distance Runner – Alan

Sillitoe d. Who Do You Think You Are? – Alice Munro e. Woman Hollering Creek and Other Stories – Sandra

Cisneros II. Transitions The Twentieth and Twenty-First Century Novel (chosen from the titles listed below)

a. The Age of Innocence – Edith Wharton b. All the Pretty Horses – Cormac McCarthy c. Annie John – Jamaica Kincaid d. As I Lay Dying – William Faulkner e. Balzac and the Little Chinese Seamstress – Dai Sijie f. Barabbas – Par Lagerkvist g. Bright Lights, Big City – Jay McInerney h. Chronicle of a Death Foretold – Gabriel Garcia Marquez i. A Cool Million – Nathanael West j. Death Comes for the Archbishop – Willa Cather k. The Heart of the Matter – Graham Greene l. Invisible Man – Ralph Ellison m. A Lesson Before Dying – Ernest T. Gaines n. Love – Toni Morrison o. No Country for Old Men – Cormac McCarthy p. On the Road – Jack Kerouac q. The Stranger – Albert Camus r. The Tenth Man – Graham Greene

Quarter 1 – Unit 1 Stage 1 Desired Results

ESTABLISHED GOALS Reading 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.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (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.

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.

• 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. heading) graphics (e.g. figures, tables), and

Transfer Students will be able to independently use their learning to…

• Understand how form and structure in poetry contribute to the development of meaning. • Appreciate how thematic concerns in literature mirror the historical periods in which they

are produced. • Use their knowledge of literary devices to analyze other pieces of literature and other forms

of expression. • Ascertain the underlying truth behind personal facades in both literature and the real

world. • Construct and support a thesis.

Meaning UNDERSTANDINGS Students will understand that…

• Writers carefully structure the presentation and development of their ideas in order to best express their themes.

• The works of writers reflect societal and cultural concerns.

• Individuals often construct facades to mask the reality of their true personalities and intentions.

• A thesis can only be substantiated through evidence from the text.

ESSENTIAL QUESTIONS • Why do authors choose to write in

various forms? • How do literary devices aid authors in

the expression of their themes? • How is a thesis effectively culled from

an assigned prompt?

Acquisition Students will know…

• The structures and rhyme schemes of three of the sonnet forms.

• Pertinent social, cultural, and political information about the Renaissance.

• The definitions of literary terms, such as

Students will be skilled at… • Identifying and analyzing the use of

literary devices in poetry to develop themes.

• Reflecting upon how sonnet form helps to present a writer’s ideas in a logical

multimedia when useful to aiding comprehension.

• 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.

• 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.

• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows form and supports the information or explanation presented (e.g. articulating implications or the significance of the topic).

W.9-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L.11-12.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.

• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

allegory and the conceit. manner. • Analyzing the masked realities of

characters and individuals. • Citing and utilizing supporting evidence

from texts to develop theses.

• Resolve issues of complex or contested usage, consulting references as needed.

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.

• Write and edit work so that it conforms to the guidelines in a style manual for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

L.9-12.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-12 reading and convent, choosing flexibly from a range of strategies.

• Use context, a word’s position or function in a sentence, as a clue to the meaning of a word or phrase.

• Identify and correctly use patterns of

word changes that indicate different meanings or parts of speech.

• Consult general and specialized

reference materials, both print and digital, to find the pronunciation or clarify its precise meaning, its part of speech, its etymology or its standard usage.

• Verify the preliminary determination of

the meaning of a word or phrase. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Speaking/Listening

SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) o 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.

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

o Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

o Respond thoughtfully to diverse

perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

o 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence • Identification and analysis of the use of

literary devices • Effective development of thesis • Use of supporting details • Attentiveness • Application of skills • Rubrics

PERFORMANCE TASK(S): • Pre-Test on the sonnet. • Blind read quizzes on sonnets and other poems. • In-class essay on a selected sonnet. • Unit test on Renaissance poetry. • Unit test on a Shakespearean play. • Post-Test on the sonnet form.

• Insightful, well-supported arguments • Quality of contributions to discussions • Precise construction of thesis • Application of ideas

OTHER EVIDENCE: • Class discussions of selected sonnets by Surrey, Wyatt, and Sidney. • Small group discussions. • Essay on the development of a theme in a Shakespearean play. • Essay applying the appearance/reality motif in a Shakespearean play to a contemporary

figure.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

This unit focuses on English poetry and prose during the sixteenth and seventeenth centuries. After a pre-test on the sonnet (MC), the unit opens with a consideration of sonnet form. The development of the form is discussed from its origins in Italy, exemplified by the sonnets of Dante and Petrarch, to its introduction into England by Sir Thomas Wyatt. The Petrarchan form of the sonnet is discussed in conjunction with a handout and examples, paying special attention to rhyme scheme and structure (octave and sestet). A simple sonnet, “The Soote Season” by Henry Howard, the Earl of Surrey, is examined first. Students note the atypical rhyme scheme Surrey utilizes and conjecture on why he chose to deviate from established practice. During the analysis of the sonnet, students examine how Surrey utilizes poetic devices (e.g., alliteration, personification) to develop his portrait of spring. The discussion of the poem extends into point of view as the speaker reveals his perspective on the season at the end. Students use the knowledge they have gained and analytical skills they are developing to analyze selected sonnets by Sir Thomas Wyatt and Sir Philip Sidney through guided class discussions. After a brief discussion of Sir Philip Sidney and his cycle Astrophel and Stella, students, in small groups, analyze a selected sonnet. Each group is assigned a different literary element (e.g., personification, rhyme scheme, imagery) to analyze in the sonnet. The analysis aims at uncovering how meaning is built in the sonnet through specific literary devices. Each group reports its findings to the class. A general discussion follows as the students tie the various components together, using evidence from the poem to determine Sidney’s theme. Students are introduced to the Spenserian sonnet form through the examination of one or two sonnets from Edmund Spenser’s Amoretti, analyzing the poem(s) from the standpoint of structure and artistic use of poetic devices. Departing for a time from the sonnet, a blind read quiz (written) is administered on Thomas Campion’s “My Sweetest Lesbia,” a quiz that concentrates on Campion’s use of imagery, other poetic devices, and development of tone. The quiz is followed by an in-depth discussion of Campion’s contentions about love and life. The concept of allegory is addressed through an analysis of Orlando Gibbons’ “The Silver Swan.” After the analysis, a recording of the madrigal is played and students comment on the effectiveness of the musical setting. The Shakespearean sonnet is considered through the analysis of selected sonnets by William Shakespeare, such as Sonnet 18. The idea of the conceit is introduced at this point, and the students’ analytical abilities continue to be reinforced through class discussions. A blind read quiz (written) is administered on one of the sonnets, and students compose a short expository essay on one of the sonnets. A post-test on sonnet form is administered. This leads into an exploration of Shakespearean drama. One of his plays (i.e., Hamlet, Othello, or Twelfth Night) is analyzed at length. Aside from quizzes that are administered on each act of the play, each act of the play is closely analyzed, paying attention to Shakespeare’s methods of characterization, use of language and literary devices (especially in soliloquies), and his development of themes. After the analysis of the play is completed, a unit test on the play is given and an analytical essay is assigned. Additionally, a reflective essay can be assigned, in which students apply the appearance/reality motif, an integral component of all three plays, to a contemporary figure in popular culture or politics. In this way, students transfer their awareness of how facades can be destructive, sometimes leading to tragic consequences. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.





RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (visually) as well as in words in order to address a question or solve a problem.

Writing W.9-12.5. 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.


• Analyze a writer’s style, both in literature and other forms of communication. • Gain insight into the effects of structure on the communication of ideas. • Apply skills developed through the analysis of poetry to other forms of writing. • Write in a clear and concise manner, using varied sentence structure.


• Metaphysics and metaphysical poetry considers philosophical matters, such as man and his place in the universe.

• A syllogism develops an argument through a specific structure of premises and conclusion.

• Key ideas are developed through a writer’s employment of diverse literary devices.

ESSENTIAL QUESTIONS • How do narrative techniques enable the

reader to grasp a writer’s perspective? • How does a writer’s choice of poetic

devices affect the reader’s interpretation of poetry?

• In what ways can seventeenth-century poetry be viewed as an outgrowth of and reaction against the Renaissance?


• The characteristics of cavalier poetry. • The characteristics of metaphysical

poetry. • The structure of a syllogism. • Pertinent background information on

poets.

Students will be skilled at… • Determining how the form and

structure of poems affect their meaning. • Applying knowledge and skills

developed through the earlier study of poetry to unfamiliar works.

• Building and developing arguments in both written and oral form.

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, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


• 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. heading) graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension.



• Use precise language, domain-specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage the complexity of the topic.








• Write and edit work so that it conforms to the guidelines in a style manual for guidance as needed; apply an

understanding of syntax to the study of complex texts when reading.



• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

• Consult general and specialized reference materials, both print and digital, to find the pronunciation or clarify its precise meaning, its part of speech, its etymology or its standard usage.

• Verify the preliminary determination of the meaning of a word or phrase.

L.11-12.5. Demonstrate understanding of

figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

Speaking/Listening

SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.)

o 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.


o Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or

challenge ideas and conclusions.

o Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

o

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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

• Attention to detail • Quality of insights • Application of skills • Rubrics

PERFORMANCE TASK(S): • Pre-Test on seventeenth-century poetry. • Blind reads of selected poems. • Unit test on cavalier and metaphysical poetry. • Post-test on seventeenth-century poetry.

• Well-developed perspective • Quality of research • Attentiveness • Attention to detail

OTHER EVIDENCE: • Class discussions on selected poems. • Research report on a cavalier poet not studied in class. • Revisions of essays.


This unit builds on the skills developed during the unit on Renaissance poetry through an analysis of seventeenth-century English poetry. After a pre-test on trends in seventeenth-century poetry, students are introduced to the style of poetry known as cavalier poetry. After a discussion of the characteristics of the poetry, students take a blind read quiz (written) on Thomas Carew’s “Disdain Returned.” Following the quiz, an analysis of the characteristics of cavalier poetry evidenced in the poem and use of literary devices to build perspective takes place, giving particular emphasis to Carew’s portraits of the speaker and Celia as well as his portrait of genuine love. The exploration of seventeenth-century poetry moves to the poetry of Ben Jonson. Jonson’s importance as a seminal figure that set the tone for a generation of poets is discussed, followed by an analysis of one his elegies, “On My First Son” or “On my First Daughter,” which is analyzed for its use of apostrophe, meter, and tone, among other considerations. An excerpt from Jonson’s satire Cynthia’s Revels is analyzed next, concentrating on the techniques Jonson uses to achieve his satire. Selected poems by Robert Herrick are approached next, the analyss centering on how Herrick develops his themes through the use of literary devices. After this, students write an in-class essay (choice of topics) on one of Herrick or Jonson’s poems. After the essays are assessed, students revise their essays, demonstrating their ability to improve the quality of their writing. Students, using their iPads, research a cavalier poet not studied in class, ascertaining how the poet reflected the style and concerns of the seventeenth-century. After a discussion of a handout on metaphysical poetry, students explore the poetry of Andrew Marvell and John Donne, discussing the stylistic hallmarks of the two poets as well as their development of themes. Structural devices, such as the conceit and syllogism, are given particular attention. A blind read quiz (MC) on a poem by Marvell or Donne aids in the assessment of students’ analytical progress. The unit concludes with a unit test as well as a post-test. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.





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.

• 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. heading)


• Evaluate other writings of the same period and genre. • Analyze methods of characterization in other novel and short stories. • Defend or refute philosophical perspectives. • Note the influence of history, society, and culture on works of fiction and non-fiction.


• Characters in novels are developed through means that extend far beyond the plot.

• Characteristics of an author’s style help to make a novel cohesive and develop themes.

• Characters’ personalities and motivations often lead to unpleasant consequences.

ESSENTIAL QUESTIONS • How do the societal and cultural

concerns of an era influence an author’s artistic vision?

• By what methods does the novelist construct characters that are realistic, intriguing, and significant?

• How does the novelist use elements of writing, such as narrative structure and literary devices, to build an effective story?


• Pertinent background information concerning the author and the setting of the novel.

• The plot, characters, and significant events in the novel.

• The novel’s point of view.

Students will be skilled at… • Using evidence from the text to

substantiate contentions about the significance of characters and their actions.

• Recognizing stylistic devices in writing and how they contribute to the building of meaning.

• Developing a thesis in both written and oral assessments.

graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension.








• Apply the understanding that usage is a matter of convention, can change over

time, and is sometimes contested. • Resolve issues of complex or contested

usage, consulting references as needed. 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.








• Verify the preliminary determination of the meaning of a word or phrase.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Observe the hyphenation conventions • Spell correctly

Speaking/Listening



o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual

roles as needed. o Propel conversations by posing and

responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.


SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.


• Sophistication of ideas • Well-supported contentions • Attention to detail • Varied sentence structure • Rubrics

PERFORMANCE TASK(S): • Pre-Test on aspects of the novel’s literary period. • Quizzes on individual sections of the novel – Objective and analytical questions. • Test on the novel. – Aspects of the author’s style and development of thematic topics. • Philosophical chairs.

• Insightfulness of discussions • Quality of contributions to small group

assignments • Use of supporting details • Quality of notes • Rubrics

OTHER EVIDENCE: • Class discussions on aspects of the novel. • Small group discussions on selected topics. • Informal writing assignments on selected topics. • Evaluation of students’ notes.


Second quarter opens with an in-depth look at the world and thematic concerns of the nineteenth-century novel. A pre-test on selected aspects of the literary period, genre, or author can be administered first. Depending on the actual structure of the selected novel, reading assignments should be based on chapters, parts (i.e., Part I, Part IV, etc.), or selected sections. Length of reading assignments is left to the discretion of the instructor. The study of each novel should be preceded by some background discussion on the author and his or her style and thematic concerns. Of particular importance is a discussion of the period in which the novel was written, as an awareness of the period’s society, politics, and culture will enable the students to grasp the author’s perspective on various matters. For instance, a discussion of characteristics of the Gothic novel and the role assigned to women in nineteenth-century England will aid in the student’s appreciation and understanding of The Tenant of Wildfell Hall or Wuthering Heights. Similarly, an exploration of nineteenth-century Russian society and existentialism will prepare the students for The Friend of the Family. In order to acquaint students with the style of the selected novelist, the opening pages should be read aloud and discussed in class, thus alerting students to stylistic elements that will aid in their interpretation of the events, characters, and key ideas. After each reading assignment, a quiz, mainly for objective purposes, should be administered. However, as the analysis of the novel progresses, the quiz questions should move significantly beyond mere reading comprehension. After each reading assignment, class discussions should follow that consider various aspects of the novel: methods of characterization, style (use of literary devices, narrative technique, etc.), and thematic development. As determined by the teacher, small group discussions can take place during the analysis of the novel. For instance, in regard to chapter 4 of Tess of the D’Ubervilles, the class can be divided into small groups to analyze various aspects of the novel (e.g., Tess’ dream, the significance of the death of the horse) and how the various levels and types of discourse and description build meaning and relationships between the narrator and the reader. Writing assignments, beyond quizzes, can be assigned intermittently to strengthen students’ writing skills. Periodically, students’ in-class notes should be evaluated. Towards the close of the analysis of the novel, students can engage in an exercise of philosophical chairs, based upon a philosophical statement drawn from the novel. At the conclusion of the study of the novel, a test on the book, which serves as a post-test, also, should be devised so that it gauges students’ ability to think and write analytically and support their contentions in a credible manner. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.

Quarter 2 – Unit 2





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.



• Determine the viewpoints of writers in both non-fiction and fiction. • Analyze writing strategies in the construction of philosophical ideas. • Locate research materials and utilize them in an effective manner. • Construct a personal essay that conveys their views on a subject.


• Non-fiction presents personal observations about topics relevant to most people’s lives.

• The structure of an essay aids in the creation of a convincing argument.

• The tone of a work is developed through various literary components, such as diction and selection of detail.

• In research paper, opinions are superfluous, as only concrete evidence is germane to the development of a thesis.

ESSENTIAL QUESTIONS • How do essayists and other writers of

non-fiction develop their perspectives on important topics?

• How can the structure and tone of non-fiction contribute to the presentation of persuasive arguments?

• How do works of non-fiction convey observations about everyday life?


• The denotative meaning of various forms of non-fiction, like essays and journals.

• Historical and cultural background material relevant to the construction of works of non-fiction.

• MLA format.

Students will be skilled at… • Identifying and discussing narrative

techniques in works of non-fiction. • Determining the tone of works of non-

fiction. • Analyzing the writer’s viewpoint in

works of non-fiction, using textual evidence to validate contentions.

• Conveying their personal views through the construction of an original essay.

Writing








W.9-12.7 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 understanding of the subject under investigation.


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.

• 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.

• Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• 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).

• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.






L.9-12.4 Determine or clarify the meaning of unknown and multiple meaning words and

phrases based on grades 9-12 reading and convent, choosing flexibly from a range of strategies.







the meaning of a word or phrase. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Speaking/Listening






o 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task. >


• Identification and analysis of the use of structural devices

• Effective development of thesis • Use of supporting details • Effective use of research materials • Attentiveness • Application of skills • Rubrics

PERFORMANCE TASK(S): • Quizzes on selected works of non-fiction. • After students have read and analyzed E. M. Forster’s essay “The Beauty of Life” (or some

similarly structured essay), students construct an essay on how Forster uses the question-and-answer structure of the essay to generate an informal tone as he develops his perspective on the nature of beauty.

• Creation of a well-structured personal essay. • Creation of a research paper using MLA format.

• Ability to identify aspects of the research format

• Insightful, well-supported arguments • Quality of contributions to discussions • Quality and variety of annotations

OTHER EVIDENCE: • Pre-Test on MLA format. • Class discussion of selected works of non-fiction. • In-class, informal writings on various works of non-fiction. • Small group discussion on aspects of a memoir. • Annotations.


The second unit of the quarter concentrates on non-fiction, including the zenith of non-fiction writing for students, the research paper. A general discussion of non-fiction begins the unit, calling students’ attention to the various modes of non-fiction writing, for example, journals, memoirs, philosophy, creative non-fiction, and, especially, essays. Students first consider an excerpt from Daniel Defoe’s A Journal of the Plague Year, annotating it outside of class for Defoe’s use of rhetorical devices (e.g., selection of detail, imagery) to convey the devastation caused by the plague. Students’ annotations are evaluated for their depth and insight beyond the plot. In a class discussion, students analyze Defoe’s style as well as the effectiveness of

Defoe’s choice of the journal form. After a discussion of political philosophy, the class analyzes an excerpt from Machiavelli’s The Prince, concentrating on Machiavelli’s presentation and development of his views on virtues and vices. Using evidence from the text, students write a paragraph in class defending or refuting Machiavelli’s philosophy. The unit then turns to the consideration of selected twentieth-century essays, which are analyzed not only for their themes, but for their methods of construction. Quizzes are periodically assigned on essays that are read and analyzed as homework, being followed by broad class discussions and/or in-class writing assignments. In order to ascertain students’ knowledge of the role of structure in essay writing, students write a personal essay of their own, addressing a societal or political problem about which they feel strongly. An excerpt from a memoir, such as Frank McCourt’s Angela’s Ashes or Barack Obama’s Dreams of Our Fathers, can be used to conclude this portion of the unit. A small group discussion of the memoir, focusing on its meaning and form, can afford students the opportunity to reveal their ability to build and substantiate arguments. A pre-test on MLA format will precede the second part of the unit, the research paper. Students, through the teacher’s guidance and the examination of examples, review their knowledge of the research process and MLA format. Each student is assigned an individual topic that he or she researches, using both written and electronic sources for support. Students are allowed time in class and the media center to conduct research and parameters are discussed at length, as well as due dates. The final draft of the paper serves as a post-test. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.


ESTABLISHED GOALS Reading

RL.11-12.9 Demonstrate knowledge of 18th, 19th, 20th century foundational works of American literature including how two or more texts from the same period treat similar themes or topics.

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.11-12.6 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).


• Recognize a philosophy of life in various works of literature. • Identify salient characteristics of individuals in other forms of literature as well as life that

inhibit their personal growth. • Draw inferences from the diction a writer employs in various forms of writing. • Apply the characteristics of the grotesque to individuals in literature and real life.


• Naturalism presented a complex view of man and existence.

• In Naturalistic works, heredity and environment play major roles in the determination of characters’ fates.

• Writers infer information through the subtle use of language.

ESSENTIAL QUESTIONS • What are the chief characteristics of

Naturalism and what did the philosophy of Naturalism contend about man’s power over his fate?

• What is a “grotesque” and how does his or her grotesqueness affect the quality of his or her life?

• How can the reader draw inferences from a writer’s use of language?


• The major components of the Naturalism.

• Pertinent background information on the author.

• The plots, characters, and settings of the various stories.

Students will be skilled at… • Analyzing characteristics of characters

that make them grotesques. • Gleaning inferences from a writer’s use

of language and presentation of material.

• Comparing and contrasting characters, utilizing textual evidence.

• Taking meaningful class notes.

Writing







• Provide a concluding statement or section that follows form and supports

the information or explanation presented (e.g. articulating implications or the significance of the topic).


W.9-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.







• Use context, a word’s position or

function in a sentence, as a clue to the meaning of a word or phrase.












o 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task. SL.9-12.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


• Development of thesis • Attention to detail • Organization of ideas • Application of skills • Rubrics

PERFORMANCE TASK(S): • Quizzes on selected stories from the novel. • Unit test on selected stories from the novel, which also serves as a post-test. • Formal essay writing, especially an essay in which characters from two different stories are

compared and contrasted.

• Quality of insights • Articulate oral analysis • Ability to draw inferences • Rubrics

OTHER EVIDENCE: • Pre-Test on Naturalism. • Evaluation of students’ notes. • Class discussions on varied aspects of the stories.


This final unit of second quarter deals with Sherwood Anderson’s Winesburg, Ohio, a collection of loosely connected stories. Before beginning the unit, a pre-test on the literary movement known as Naturalism is administered. To begin the study of the novel, students are acquainted with Naturalism through the discussion of a handout on the movement. Salient characteristics (e.g., style, themes) of the writers are discussed, as are the Naturalists’ philosophical view of individual lives and fates. Attention is called to the Naturalists’ view of heredity, environment, and chance as determining factors in individuals’ fates. Following this, a discussion of Sherwood Anderson takes place, concentrating on his presentation of “grotesques” (delineated in “The Book of the Grotesque”) in Winesburg, Ohio. In order to familiarize students with Anderson’s approach to storytelling, the opening story, “Hands,” is read and analyzed in class. Students’ attention is directed to the construction of the first sentence – how Anderson’s use of diction and imagery reveals significant information about Wing Biddlebaum. The rest of the story is analyzed similarly, building on Anderson’s portrayal of Wing as a grotesque through the use of literary techniques. This leads to a discussion of Wing as a victim of forces outside his control and Anderson’s depiction of him as indicative of the Naturalistic perspective on existence. The teacher, then, selects other stories from the novel for students to read and analyze as homework assignments. In order to verify the depth of students’ reading comprehension, quizzes (multiple choice, short answer, or essay format) are administered. Discussions of the selected stories focus on the methods Anderson employs to characterize his protagonists, aspects of the characters that delineate them as grotesques, Naturalistic elements, and intrinsic themes. Informal, or formal, writing assignments can be periodically administered on various topics that concentrate on one story or link aspects of different stories. For instance, the thematic topic of alienation can be considered in an essay comparing Wing Biddlebaum (“Hands”) and Dr. Reefy (“Paper Pills”). Also, periodically, the teacher evaluates the quality of students’ notes. The unit concludes with a unit test on the studied stories, which also serves as a post-test. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.





RL.11-12.9 Demonstrate knowledge of 18th, 19th, 20th century foundational works of American literature including how two or more texts from the same period treat similar themes or topics.

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.

RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (visually) as well as in words


• Cite and discuss elements of Romanticism present in both fiction and movies. • Identify aspects of the Byronic hero in contemporary celebrities and world leaders. • Describe how attitudes toward nature play a significant role in both literature and life.


• Romanticism projected a specific view of man, civilization, culture, and art.

• The Romantics viewed nature as a healing force, a source of inspiration as well as a refuge.

• A writer’s personal style influences the presentation and development of his ideas.

ESSENTIAL QUESTIONS • What was the Romantics’ attitude

toward nature? • How did the Romantics regard man’s

role in the world and society? • How does the Byronic hero differ from

ordinary men? • How can poems be interpreted on more

than one level, based upon evidence in the text?


• The primary characteristics of Romanticism.

• Pertinent historical and biographical facts.

• The plots, characters, and settings of short stories.

• The meaning of literary terms, such as paradox.

Students will be skilled at… • Identifying and explicating elements of a

writer’s style within texts. • Supporting interpretations in both

writing and speaking through textual evidence.

• Noting how texts reflect the times in which they are written.

in order to address a question or solve a problem.

Writing






• Provide a concluding statement or section that follows form and supports the information or explanation

presented (e.g. articulating implications or the significance of the topic).








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.









the meaning of a word or phrase. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Speaking/Listening





o Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new

connections in light of the evidence and reasoning presented.

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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task. SL.9-12.5 Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentation to enhance understanding of findings, reasoning, and evidence ant to add interest.


• Sophistication of written arguments • Quality of contributions to seminars • Insightful development of thesis • Use of supporting details • Level of connections made through

research • Rubrics

PERFORMANCE TASK(S): • Analytical blind read quizzes on selected poems. • Analytical quizzes on short stories. • Socratic seminar on the analysis of Shelley’s poetry. • In-class, analytical essay involving the use of literary devices to develop a theme in a short

story. • Students individually research the presence of characteristics of the Byronic hero in

contemporary literature of life. • Unit test on Romanticism.

• Incisiveness of class discussions • Level of connections made through

research • Evidence of study skills • Rubrics

OTHER EVIDENCE: • Pre-Test on Romanticism. • In-class discussions of various pieces of prose and poetry. • Brief research assignment involving students’ use of iPads to identify historical, cultural, or

societal influences on the rise of Romanticism.


This unit focuses on Romanticism in both England and America. While it concentrates primarily on poetry, it does also explore some examples of prose. As a point of reference, characteristics of seventeenth-century writers are reviewed, particularly their approach to development of ideas, style, and thematic concerns. Students then use their iPads to research areas of change during the nineteenth-century that impacted upon the Romantic writers, ascertaining why there was a shift is style and subject matter. After students report and discuss their findings, a discussion of a handout on Romanticism and Romantic writers take place, concentrating on the most important aspects of the movement. The study of English Romantic poetry begins with the quintessential English Romantic, William Wordsworth. Background information on Wordsworth, particularly his connection to the lake country and view of nature, is disseminated. Selected poems, such as the relatively simple “I Wandered Lonely As a Cloud,” are analyzed through class discussions, concentrating on the ways in which Wordsworth conveys his thematic perspective on nature through the use of various poetic devices (imagery, personification, hyperbole, etc.). Besides other poems by Wordsworth that deal with nature, poems such as “London: 1802” that deal with social issues can be analyzed for their development of ideas through poetic devices, but, also, for their use of form. Any of Wordsworth’s poems can be utilized as blind reads (MC or written). Background information on Percy Bysshe Shelley is then discussed, followed by a blind read quiz on his variation on the Miltonic sonnet, “Ozymandias.” Shelley’s use of poetic devices to develop his ironic portrait of the pharaoh is discussed at length. Having become somewhat familiar with English Romanticism, a Socratic seminar on other short poems by Shelley (for instance, “A Dirge,” A Roman’s Chamber,” or “A Bridal Song”) can take place, concentrating, again, on how Shelley develops his artistic vision. Selected poems by George Gordon, Lord Byron, follow the discussion of Shelley. Byron’s view of man and existence can be explored through some of his shorter poems and through excerpts from longer poems, such as The Corsair, Childe Harold’s Pilgrimage, or Manfred, in which the Byronic hero is delineated. Students, through outside research, can determine how the Byronic hero is evidenced in other fictional works. Finally, Samuel Taylor Coleridge’s “Kubla Khan” is analyzed in class, concentrating on Coleridge’s paradoxical, symbolic portrait of Xanadu. The study of American Romanticism begins with a study of selected short works by Walt Whitman. A quiz on Whitman’s development of the aesthetic experience in “When I Heard the Learn’d Astronomer” through the use of diction can be administered to begin the study of his poetry. Other short poems by Whitman are studied, focusing on aspects of his style that reflect Romanticism. Short works by Henry Wadsworth Longfellow, like “The Tide Rises, The Tide Falls” (blind read quiz), follow. Elements of Longfellow’s poetry, such as his use of rhythm and structure, are explored. Finally, Romantic American prose (the short story) is considered through the study of short stories by Nathaniel Hawthorne, Washington Irving, and/or Herman Melville. All stories should be read and analyzed as homework, followed by quizzes. If necessary, for more challenging works like “Young Goodman Brown,” some brief study guide can be provided. The stories are then analyzed in class, focusing on the author’s development of themes through various artistic and stylistic means. An in-class, analytical essay is assigned in which students address the development of themes in a short story through the author’s use of literary devices. A unit test on Romanticism, which also serves as a post-test, concludes the unit. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.







Writing


• Recognize and appreciate elements of quality science fiction in movies and television programs.

• Evaluate the causes and ramifications of conflicts in literature and real life. • Utilize supporting details to validate ideas in written and oral analysis. • Construct and defend arguments through debate.


• Works of science fiction, while based on the imagination, often hold a mirror up to reality.

• The hard and soft types of science fiction differ in the writer’s approach to his subject matter and themes.

• The works of the best writers display a distinctive style and convey a powerful voice.

ESSENTIAL QUESTIONS • How do works of science fiction

comment upon the human condition? • How do characters and events in works

of science fiction mirror universal societal concerns?

• In what ways do authors utilize symbols and other literary devices to delineate characters and develop themes?


• The plot, characters, and setting of stories and novels.

• The characteristics of quality science fiction.

• The difference between science fiction and fantasy.

• The rules of debate.

Students will be skilled at… • Applying knowledge and skills

developed during the earlier study of literature to the analysis of new works.

• Analyzing the impact of powerful forces on the psyches of individuals.

• Analyzing the use of literary devices to build characterizations in literature.

























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.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks. .


• Attention to and use of selection of detail

• Sophistication of written and oral arguments

• Structure of ideas • Rubrics

PERFORMANCE TASK(S): • Informal, in-class writings on thematic topics in the novel. • Post-Test/Unit test on the elements of science fiction and selected novel. • In-class debate on the validity of the novelist’s vision.

• Depth of independent analysis • Incisiveness of class discussions. • Quality/Organization of students’ notes • Rubrics

OTHER EVIDENCE: • Pre-Test on elements of science fiction. • Discussion of filmed example of science fiction. • Objective quiz on sci fi short story. • Class discussions on the analysis of a short story and sections of the novel. • Evaluation of students’ notes.


This unit explores important aspects of the science fiction genre. Through the study of selected prose pieces, students gain an appreciation of science fiction as a serious form of literature that goes far beyond attacks by bloodthirsty aliens. A pre-test on elements of science fiction gauges students’ knowledge of the genre. In order to acquaint students with the characteristics of quality science fiction, a lecture/discussion based upon a handout is necessary. Precursors of the modern conception of the genre are discussed, as is the development of contemporary sci fi. The differences between science fiction and fantasy are addressed through familiar examples of the two genres (e.g., H. G. Wells’ War of the Worlds and J. R. R. Tolkien’s The Lord of the Rings). Characteristics of quality science fiction are then discussed, culminating in a discussion of hard and soft science fiction. Using their iPads, students view and discuss an episode from a sci fi television series or excerpt from a sci fi movie, discussing aspects of the film as quality science fiction or pulp science fiction. Before the study of a selected novel begins, students read and analyze one or two short stories that deal with a similar thematic topic as the novel. For instance, before reading Joe Haldeman’s The Forever War, students can read Tony Daniel’s “A Dry, Quiet War,” works that both offer perspectives on war, or, before tackling Mary Shelley’s Frankenstein, students can read Mike Resnick’s “Bride of Frankenstein” or Dylan Miller’s “Like Frankenstein,” since everyone on the planet is familiar with the basic Frankenstein plot. “Bride of Frankenstein” also works as a story that can be read after the study of the novel. Whichever stories are chosen, quizzes are administered before class discussions of the stories. The study of the actual novel commences with quizzes on assigned readings – chapters or assigned portions of the novel. Discussion/Analysis of the novel focuses on how themes in the novel are developed through various literary techniques (methods of characterization, use of figurative language or allusions, use of imagery, etc.). During the analysis of the novel, students complete short, informal writings on thematic topics. After the exploration of the novel, a debate can take place, focusing on the validity of the novelist’s vision. Each group, using evidence from the text, defends its respective position. Assessment takes place based upon a predetermined rubric. A unit test on the novel, serving also as a post-test, assesses students’ analytical growth.

An optional activity involves the viewing of one of the filmed versions of Frankenstein or the filmed adaptation of The Forever War. Students take notes on the cinematic version of the work and then construct an essay in which they compare and contrast an aspect of the original and filmed versions (e.g., characterizations, treatment of themes). Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.





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.

Writing 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.


• Identify and discuss how conflicts affect individuals in literature and real life. • Trace the use of literary devices in various texts to develop key ideas. • Analyze how narrative perspective significantly affects the reader’s perception of

characters and events in various texts.


• Individual conflicts often reflect larger societal issues.

• Authors utilize writing techniques as unifying devices and to build meaning in texts.

• The history and culture of a region has a profound impact upon a writer’s thematic vision.

ESSENTIAL QUESTIONS • How can conflicts, internal or external,

affect individuals psychologically? • How can writers use narrative

techniques as unifying devices? • How do societies and cultures have a

profound influence on the literature that is produced?


• The plot, characters, and setting of various short stories.

• The various types of conflicts most commonly developed in literature.

• Pertinent background information on authors, historical periods, and cultures.

Students will be skilled at… • Identifying and skillfully discussing

various types of conflict. • Tracing the use of narrative techniques

in connection with the development of important ideas.

• Developing a thesis through the use of specific supporting evidence.

• Analyzing characters as products of their environment.

• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim, reason, and evidence.

• 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, concern, values, and possible biases.

• 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.


• Provide a concluding statement or section that follows form and supports the argument presented.


• 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. heading) graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension.







L.11-12.1 Demonstrate command of the

conventions of English grammar and usage when writing or speaking.










reference materials, both print and digital, to find the pronunciation or

clarify its precise meaning, its part of speech, its etymology or its standard usage.


the meaning of a word or phrase. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Speaking/Listening



o Work with peers to set rules for collegial

discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.



o 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.


• Insight into texts • Precise construction of thesis • Use of supporting details • Ability to trace and make connections • Rubrics

PERFORMANCE TASK(S): • Quizzes on individual stories (multiple choice, short answer, and essay formats). • Group charting of a narrative technique utilized by the author to develop a key idea. • In-class thematic essay on a prompt relating to theme. • Small group discussions. .

• Insightful, well-supported arguments • Quality of contributions to discussions • Audience appropriate responses

OTHER EVIDENCE: • Class discussions on various topics. • Evaluation of students’ notes.


Aspects of society are explored through a unit devoted to the art of the short story in the latter half of the twentieth-century. The teacher selects a collection of stories by either Sandra Cisneros, Jumpa Lahiri, Alice Munro, or Alan Sillitoe and determines which stories best challenge the students’ abilities and address their needs as college students in the fall. As students read and analyze each story, their reading comprehension and analytical skills are assessed through quizzes formatted in various ways: multiple choice, short answer (multiple questions), written response to a quotation from the story (paragraph form), or oral discussion. For instance, a multiple choice quiz on Sillitoe’s “Uncle Ernest” can focus on Sillitoe’s use of literary devices to create a portrait of the protagonist, or a quote regarding Rose’s lie in Munro’s “Half a Grapefruit” can generate on short writing on the issue of identify in the story. The selections chosen by the teacher should center on the idea of conflict – internal conflicts, conflicts between individuals and society, conflicts between individuals, etc. This provides a topical basis for the unit that fosters some guidance for the students. Each story, after its assessment, is analyzed through general class discussions and small group discussions. For the analysis of Cisneros’ “One Holy Night,” students can be divided into small groups. Each group creates a chart that traces Cisneros’ use of a narrative technique (e.g., foreshadowing, symbolism, inferential language) to build perspective and aid in the development of conflict in the story. Some stories, like Lahiri’s “A Real Durwan” or Helprin’s “A Room of Frail Dancers,” can be used to prompt discussions or reaction essays about topical issues, in the case of “A Real Durwan,” globalization, and, in Helprin’s story, the effects of war on soldiers. The unit concludes with an in-class expository essay on one of the stories studied in class, the thematic, overarching prompt being phrased so that students have a choice of stories. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.



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.




RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is


• Ascertain the universality of central ideas in both literature and other forms of communication.

• Identify how the various ways in which writers use structure affects the reader’s perception of themes.

• Develop, support, and communicate ideas effectively in both writing and speaking.


• Certain ideas and concepts explored in literature are applicable to every person’s life.

• Literary techniques work conjointly to produce topical perspectives.

• Historical, societal, and cultural events in the twentieth and twenty-first centuries fostered new perspectives on life and existence.

ESSENTIAL QUESTIONS • How can a person learn about himself or

herself by studying the lives of others? • Why do some themes transcend time,

becoming universal? • How are thematic observations about

life communicated through the structural use of literary devices?


• The plot, characters, and setting of a novel.

• Pertinent background material on authors and historical and cultural movements.

• The definitions of various literary terms, such as motifs and symbolism.

Students will be skilled at… • Analyzing the significance of events

while reading. • Explicating how the use of various

writing techniques affects the presentation of characters and themes as well as the reader’s perception of them.

• Establishing connections between the uses of literary techniques in various sections of a work.

• Ascertaining why and how certain ideas

particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Writing







and concepts are universal.





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.

• 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.

• Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters.

• 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).

• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.




• L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



• Write and edit work so that it conforms

to the guidelines in a style manual for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.








the meaning of a word or phrase. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

Speaking/Listening






o 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task. SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence • Incisiveness of ideas • Communication of ideas • Sophistication of written and oral

arguments • Structure of ideas • Rubricss

PERFORMANCE TASK(S): • Class discussions on various topics in the novel. • Socratic seminar on a structural, unifying element in the novel. • Unit test or analytical essay on the novel.

• Use of supporting details • Insightfulness of observations • Organization of ideas • Application of knowledge and skillss

OTHER EVIDENCE: • Class discussions of selected twentieth-century poetry. • Quizzes on selected portions of the novel. • Graphic organizers on thematic development in the novel. • Construction of an original poem or short story.


The final unit of the course deals with the analysis of a twentieth or twenty-first century novel. Suggested titles range in style, subject matter, and themes from Edith Wharton’s early twentieth-century novel, The Age of Innocence to Cormac McCarthy’s twenty-first-century novel, No Country for Old Men, allowing the teacher latitude in the selection process. Students’ needs and interests can dictate which novel is chosen. As an introduction to the era in which the novel was written and/or its themes, some poetry of the period can be analyzed through class discussions. For instance, if Faulkner’s As I Lay Dying or Cormac McCarthy’s All the Pretty Horses is to be analyzed, two of Robert Frost’s poems, “The Death of the Hired Man” and “Acquainted with the Night,” can be analyzed for the ways in which the poet depicts isolation. D. H. Lawrence’s short poem “Self Pity” can be read and discussed

before an examination of Graham Greene’s The Heart of the Matter, and the portrayal of maturation in Paul Laurence Dunbar’s “The Debt” and John Crowe Ransom’s “Janet Waking” can be discussed before the analysis of Jack Kerouac’s On the Road. This prepares students for the writer’s slant on a major theme in the novel, while, also, affording students the opportunity to analyze some twentieth-century poetry. The approach to the study of the novel begins with a discussion of the central theme (of the poetry and novel) as universal concepts. Students discuss their own experiences or observations regarding this theme. Students are then provided with a set of guiding questions (for each chapter or section of the novel) that will help them focus on the work’s central issue(s). Students’ reading comprehension is assessed either through written quizzes or class discussions. As students read the novel, they construct graphic organizers, analyzing the ways in which the novel’s theme is developed. In many cases, obviously, the novel explores multiple themes. Graphic organizers are, eventually, collected and evaluated. A Socratic seminar on a distinctive stylistic aspect of the novel (e.g., Ellison’s use of motifs in Invisible Man, McInerney’s use of the second person point of view in Bright Lights, Big City, or Garcia Marquez’s use of foreshadowing in Chronicle of a Death Foretold) is conducted, allowing the students the opportunity to ascertain and discuss the importance of structure in a novel. Final discussions of the novel should focus on the universality of aspects of the novel. The final assessment of the students can take the form of a unit test, and expository essay, or a piece of creative writing (short story or poem) that reflects some thematic aspect of the novel. Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.

Benchmark Assessment Quarter 1

1. Students will demonstrate ability to analyze the use of literary devices to build meaning through the development of essay prompts. 2. Students will be able to cite and analyze the use of literary devices in blind reads. 3. Students will be able to use textual evidence to support the development of theses in essays. 4. Students will successfully locate and utilize information on writers through electronic sources as a research assignment. 5. Students will be able to use analytical skills previously developed in order to interpret poems during class discussions.


1. Students will demonstrate insightful thinking through annotated texts. 2. Students will be able to apply knowledge of a literary movement to the written analyses of prose and poetry. 3. Students will be able to substantiate oral arguments during group discussions through textual evidence. 4. Students will successfully ascertain how diction, imagery, and other poetic devices develop tone and substance through blind reads on

Romantic poetry. 5. Students will be able to use written and electronic resources in the development of a research paper.


1. Students will demonstrate ability to discuss and critically respond to the ideas of others during Socratic seminars. 2. Students will be able to identify and analyze the use of stylistic devices to build meaning in short stories through written quizzes. 3. Students will be able to draw parallels between events and characters in works of science fiction and real life through written analysis. 4. Students will successfully defend their positions in debates through the use of substantive evidence. 5. Students will be able to use knowledge of aspects of Romanticism to analyze poems used as blind reads.


1. Students will demonstrate ability to explicate the influence of historical, cultural, and societal events and movements on the development of writers’ themes through written and oral analysis.

2. Students will be able to ascertain universal aspects of works of literature through writing assignments and class discussions. 3. Students will be able to interpret the thematic role of conflict in various texts through quizzes and class discussions. 4. Students will successfully chart a writer’s use and development of narrative techniques to achieve unity and develop key ideas in texts. 5. Students will be able to use supporting evidence from various texts to develop and substantiate theses in writing assignments.

Suggested Major Titles

British Titles

1. Bronte, Anne – The Tenant of Wildfell Hall 2. Bronte, Emily – Wuthering Heights 3. Conrad, Joseph – Heart of Darkness 4. Conrad, Joseph – “The Lagoon” and “Youth” 5. Greene, Graham – The Heart of the Matter 6. Greene, Graham – The Tenth Man 7. Hardy, Thomas – Jude the Obscure 8. Hardy, Thomas – Tess of the D’Ubervilles 9. Shakespeare, William – Hamlet 10. Shakespeare, William – Othello 11. Shakespeare, William – Twelfth Night 12. Shelley, Mary - Frankenstein 13. Sillitoe, Alan – The Loneliness of the Long-Distance Runner

American Titles

1. Anderson, Sherwood – Winesburg, Ohio 2. Cather, Willa – Death Comes for the Archbishop 3. Ellison, Ralph – Invisible Man * 4. Faulkner, William – As I Lay Dying 5. Gaines, Ernest T. – A Lesson Before Dying 6. Haldeman, Joe – The Forever War 7. Heinlein, Robert A. – The Moon Is a Harsh Mistress 8. Helprin, Mark – Ellis Island and Other Stories

9. James, Henry – The Turn of the Screw 10. Kerouac, Jack – On the Road 11. Lahiri, Jumpa – Interpreter of Maladies 12. McCarthy, Cormac – All the Pretty Horses 13. McCarthy, Cormac – No Country for Old Men 14. McInerney, Jay – Bright Lights, Big City 15. Morrison, Toni – Love 16. Tyler, Anne – Dinner at the Homesick Restaurant 17. Vonnegut, Kurt – The Sirens of Titan 18. West, Nathanael – A Cool Million 19. Wharton, Edith – The Age of Innocence

World Titles

1. Camus, Albert – The Stranger 2. Cisneros, Sandra – Woman Hollering Creek and Other Stories 3. Dostoevsky, Fyodor – The Friend of the Family 4. Kincaid, Jamaica – Annie John 5. Kincaid, Jamaica – A Small Place 6. Garcia Marquez, Gabriel – Chronicle of a Death Foretold 7. Lagerkvist, Par – Barabbas 8. Munro, Alice – Who Do You Think You Are? 9. Sijie, Dai – Balzac and the Little Chinese Seamstress

Supplemental Writing Resource

Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to Writing: Concise 6th Edition. Longman Press, 2012.

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