Madison Public SchoolsThis unit explores the characteristics of the Anglo-Saxon world through...

Madison Public Schools English 11

Written by: Kathleen Bergen

Jason S. Ellrott Douglas J. Oswin

Revised by:

Kathleen Bergen Jason S. Ellrott

Reviewed by:

Matthew A. Mingle Assistant Superintendent of Curriculum and Instruction

Dr. Mark DeBiasse

Supervisor of Humanities

Approval date: November 18, 2014

Revisions approved September 29, 2015

Members of the Board of Education: Lisa Ellis, President

Kevin Blair, Vice President Shade Grahling, Curriculum Committee Chairperson

David Arthur John Flynn

Johanna Habib Thomas Haralampoudis

Leslie Lajewski Madison Public Schools

359 Woodland Road Madison, NJ 07940

www.madisonpublicschools.org

Course Overview

Description

English 11 is designed thematically, chronologically, and, at times, by genre to give students a sense of how British literature captures (through both comedy and tragedy, prose and poetry) the cost of power and glory, human reaction to injustice, the pleasures and pains of love, and man’s enduring struggle to remain true to himself despite the overwhelming pressures of society. Each unit will, on occasion, break chronology in order to trace the development of themes and/or genres over time. This structure will better allow students to note the connections between the insights provided by the human experience of the first English speaking civilization and our experience of our civilization today. It will also allow students in the English 11 course to better consider changes that have occurred in the styles and themes of English literature, and equally, consider the styles and themes that seem to endure. The works of classic (Chaucer, Shakespeare, Austen, the Brontes), modern (Wilde, Golding, Orwell), and contemporary authors (Achebe, Heaney, Walcott, Sillitoe, Doyle, and Hornby) will be explored. The study of fiction, poetry, essay, and non-fiction will address the historical and literary context of each work, how each work is representative of its genre, and include a close reading and analysis of the literary elements such as characterization, narrative structure, tone, diction, syntax, figures of speech, irony, themes, and motifs. Students will also apply reading of collateral poetry, essays, and nonfiction to their analysis of each primary work. Vocabulary skills will be developed through the literature, through a deliberate study of literary terminology, and through the use of a supplementary common vocabulary text. Assessments will consist of frequent journal writings, reading quizzes, tests, and essays. Journal entry prompts will focus on literary analysis, asking students to respond to either style or meaning or both of a previously read story or of a passage presented to them in class that day. Fresh texts will be periodically incorporated to enhance the ability of students to independently comprehend, analyze, and draw connections between texts, and then to be able to articulate these understandings and connections in essay form. Quizzes will focus on comprehension and literary analysis as well. In composition, students will be asked to solidify the process of prewriting, composing, revising and editing that they have practiced during the freshman and sophomore years. Emphasis is placed on the development of listening and speaking skills throughout the course through large and small group instruction. Students are given opportunities for oral interpretations of literature in conjunction with writing. This course provides reinforcement of reading, writing, vocabulary, and grammar skills that will aid students in preparing for the PARCC, SAT, ACT, and entry-level college composition courses. Grammar will be studied as the need arises and connected directly to individual student needs. Students enrolled in English 11 are expected to meet the learning objectives articulated in the Common Core State Standards which are specified within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are expected to be more independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of greater length and complexity; their writing is expected to be more fluent and more sophisticated, and their thinking more rigorous, original and willingly shared in classroom discussions. Students enrolled in higher level courses (particularly honors) are also expected to produce work of exceptional quality and their work will be evaluated accordingly. Finally, students in higher level courses (particularly honors) can expect a faster pace of instruction and an increased number of assignments that often must be completed independently beyond the walls of the classroom.

Goals

This course aims to: ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging and

sophisticated texts; ● support the comprehension and analysis of a variety of genres; ● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected literature circle

titles offered throughout the year; ● develop the writing process and writing to learn strategies through which students compose a variety of written responses for different

purposes and audiences, employing a range of voices and taking compositional risks; ● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening and viewing

sophistication; ● develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially.

Resources

Suggested activities and resources page

https://docs.google.com/a/madisonnjps.org/document/d/1VyKzAwom9N-pouxdhMfP48Qev468Lm_muwslj6zzU0o/edit?usp=sharing

Unit 1 Overview

Unit Title: Power & Glory: The Anglo-Saxon & Medieval Periods

Unit Summary: This unit explores the characteristics of the Anglo-Saxon world through Anglo-Saxon literature and looks at the similarities and differences between this world and our world today. We will examine Anglo-Saxon poetry and prose, learning how specific literary devices and stylistic elements support the thematic and societal messages in those texts. Thematic content will focus on the internal and external struggles of heroes against supernatural/unnatural forces, nature, their societies, and themselves. This unit will discuss the origins of English Literature, and includes an examination of the historical background of the period. Additionally, Enriched and Honors level courses will examine further works of Medieval literature, focusing on a chronological study of universal themes such as the Code of Honor, Leadership, and Identity.

Suggested Pacing: 30 lessons

Learning Targets

Unit Essential Questions: ● What is the cost of seeking fame? ● How is leadership measured? ● What is an individual’s relationship with his/her society? ● What are the fundamental ideas behind Western civilization? ● What is humanity’s relationship with the natural world?

Unit Enduring Understandings: ● Anglo-Saxon values of vigilance, loyalty, strength, reputation, and the pursuit of glory reflect a response to social instability and insecurity ● Literature uses archetypes to present the human experience in fiction ● An individual’s identity is shaped by his or her experiences and society ● The Code of Honor reflects the symbiotic relationship between leaders and their people ● Universal themes of the human experience are reflected in all literature, regardless of time or geography ● Readers can enhance their aesthetic appreciation of fiction by investigating how authors develop theme through a purposeful use of

literary elements. ● A strong literary essay consists of a specific thesis statement, a purposeful structure, and well selected and analyzed textual support.

Evidence of Learning

Unit Benchmark Assessment Information: ● Students will analyze how two Anglo-Saxon tales make respective use of character, plot, and setting to convey a common theme.

○ Articulate a specific theme that unites the two tales ○ Determine how the two tales differ in their use of the literary elements in question ○ Construct a thesis statement that clarifies, for each work, how the literary elements contribute to the theme. ○ Consider what essay structure will best illuminate the argument ○ Incorporate and explain the specific evidence from each tale that best supports the argument

Applicable Texts

Objectives (Students will be able to…)

Essential Content

Suggested Assessments

Standards (NJCCCS CPIs, CCSS)

Pacing

Anchor Text: -Beowulf- Seamus Heaney translation In addition to the anchor text, teachers will select a variety of works from the list below in order to accomplish the objectives of the unit. In some cases, works are suggested for specific levels. Novels: -Grendel by John Gardner (E, H) -The Hobbit by J.R.R. Tolkien (S) Short Stories: -“Everything Ravaged, Everything Burned” by Wells Tower (S, E, H) Poetry: -“The Seafarer” -“The Wanderer” -“The Dream of the Rood” -Selections from “The Canterbury Tales” by Geoffrey Chaucer -“Sir Gawain and the Green Knight” -Selections from “Le Morte d’Arthur” by Sir Thomas Malory

Reading Literature & Informational Text- SWBAT: ● Appreciate classic

literature from multiple perspectives

● Understand and appreciate

lyric poetry ● Identify Epic Heroes in

literary analysis ● Identify and interpret the

treatment of themes in texts

● Identify elements of

tragedy in Anglo-Saxon literature

● Identify and evaluate the

use of Anglo-Saxon literary devices

● Evaluate contemporary

reactions to Anglo-Saxon works

● Apply understanding of

literary archetypes to readings of new texts

● Explore themes in

Medieval literature ● Read and comprehend

literary analysis and critique of works from the periods studied

● Draw literary connections

to works studied in other

Reading Literature & Informational Text: ● Anglo Saxon

literary devices: Kenning, Epithet, Epic, Caesura, Alliteration, etc.

● The qualities of

Epics and Epic Heroes

● The importance

of the Oral Tradition to Anglo Saxon and Medieval poetry

● The equating of

Christianity and Heroic deeds

● Linguistic roots

of the English Language from the Anglo-Saxon

● Elements of the

Tragic Hero and Classical Tragedy

● The benefits

and limitations of 1st-Person narrative structure-

Reading Literature and Informational Text Assessments: ● Collaborative

analysis questions through Google Docs

● Note-taking and

annotations of readings

● Reading

comprehension checks

● Characterization

and Conflict outlines with evidence

● Journal entries

based on readings & specific passages

● Journal entries

focused on style, structure, and meaning of a work

● Fresh text

comparative reading exercises

● Passage analysis

questions ● Literary Analysis

essays ● Narrative essay

(connected to summer reading)

11-12.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. 11-12.RL.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. 11-12.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). 11-12.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.)

11-12.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 11-12.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., satire, sarcasm, irony, or understatement). 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Standard: Summer Reading:

~4 Lessons

“Beowulf”: ~20 Lessons

Fiction &

Informational Texts:

~6 Lessons

Enriched: “Beowulf”:

~12 Lessons

“Grendel”: ~12 Lessons

Fiction &

Informational Texts:

~6 Lessons

Honors: “Beowulf”: ~8 Lessons

“Grendel”: ~8 Lessons

Medieval Literature

~8 Lessons

Fiction & Information

al Texts: ~6 Lessons

http://www.corestandards.org/ELA-Literacy/RL/11-12/1/







“North” by Seamus Heaney Informational Texts: -How to Read Literature Like a Professor by Thomas Foster (E, H) -Excerpts from “A History of the English Speaking People” by Winston Churchill (S, E, H) -“From a History of the English Church and People” by The Venerable Bede (S, E, H) -Selections from “Of Myths and Monsters” by J.R.R. Tolkien (S, E, H) -Prose excerpts from “The Norton Anthology of British Literature” (S, E, H) -Excerpts from “The Paston Letters” (S, E, H)

courses & students’ prior experiences

● Explore the importance of

narrator in relation to structure and meaning of a work

● Compare two fresh works

of period fiction, focusing on style, theme, and historical context

Specifically focusing on narrative bias, and limited perspective.

● Significant

themes in Anglo-Saxon literature: Instability, Code of Honor, Wyrd, Fame and Glory, Christianity vs. Paganism, Transience, and Identity

Literary elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic)

● Essay, Multiple Choice or Short Answer Tests

11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. 11-12.RI.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. 11-12.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. 11-12.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. 11-12.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). 11-12.RI.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. 11-12.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.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.


http://www.corestandards.org/ELA-Literacy/RI/11-12/1/






Writing- SWBAT: ● Creatively re-tell a

narrative from the perspective of an alternate narrator

● Respond in writing

formally and informally to address essential questions about literature

● Analyze fiction and

informational texts to form connections relating to the human experience

● Formulate a thesis

statement and supporting argument for how the style and structure of a work of prose fiction conveys the meaning of a work

● Smoothly integrate and

analyze textual evidence to support assertions

● Write a well-structured

formal, literary argument with a central claim, develop the claim with evidence, and consider at least one other point of view

Writing: ● Formal

essay-writing expectations (tone, literary present tense, formatting, etc)

● Thesis

statement purpose and structure

● Essay structure

for comparative writing

● Effective

paragraph elements & structure: topic and concluding sentences, evidence, transitions, and discussion

● Strategies for

brainstorming and prewriting for both analytical and creative writing

● MLA style

guidelines (format, citations, conventions)

Writing Assessments: ● A PARCC-modeled

comparative essay, focusing on two fresh fictional works, connected to the content of this unit thematically, stylistically, or historically.

● In-class journal

writing ● Literary analysis

essays ● Single-work

assessments ● Creative writing

assignments

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the 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. 11-12.W.1.b 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. 11-12.W.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 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.

http://www.corestandards.org/ELA-Literacy/W/11-12/1/a/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/c/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/e/

http://www.corestandards.org/ELA-Literacy/W/11-12/2/

11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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. 11-12.W.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 11-12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.




http://www.corestandards.org/ELA-Literacy/W/11-12/2/d/


http://www.corestandards.org/ELA-Literacy/W/11-12/2/f/



11-12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 11-12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 11-12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.9.a Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). 11-12.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.
















CRP11. Use technology to enhance productivity .

ET8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

ET8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Speaking & Listening- SWBAT: ● Effectively prepare for class

discussion by critically reading the text at hand and reviewing notes prior to class

● Use literary and academic

terminology that will best articulate the works and matters being discussed

● Independently note critical

points made by teacher or fellow students during class discussions

● Discuss and analyze literary

works in small and large groups

● Present group findings to

other groups and to the class as a whole

● Preface discussion points with

summary or reference to a previous speaker’s points

Speaking & Listening: ● Guidelines for

effective class discussions (generated by students and teacher), i.e.: procedure for polite, respectful discussion and listening, necessity to provide textual support for ideas/opinions, and the ability to generate questions based on discussion

● Proper use of

academic and literary

Speaking & Listening Assessments: ● Socratic Seminar ● Participation in

class discussions ● Participation in

small-group discussions

● Discuss literature

in small group or whole class discussions and provide textual support for ideas/opinions

● Shared journal

entries ● Participate in both

teacher-led and/or student driven

11-12.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.

11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

11-12.SL.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

11-12.SL.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

11-12.SL.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/







● Select/provide appropriate

textual evidence to support ideas during class discussion

● Independently workshop

student work (sometimes functioning as a contributor and sometimes as a group leader)

● Identify procedure for socratic

seminar activities ● Create questions in response

to readings and interpretations of texts

● Respond to teacher and

student-directed questions and comments

vocabulary in discussion

● Student and

teacher guidelines for socratic seminars and writer’s workshop

small and large class discussion

11-12.SL.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. 11-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

CRP1. Act as a responsible and contributing citizen and employee.





CRP9. Model integrity, ethical leadership and effective management.

CRP12. Work productively in teams while using cultural global competence.


Language- SWBAT:

Language:

Language Assessments:

11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● Exhibit proper usage in

written and spoken language

● Identify use of figurative

language and determine how it contributes to the meaning and aesthetic impact of a literary work

● Recognize and articulate a

writer’s purposeful use of diction and syntax

● Research unfamiliar words

and determine meaning from context clues

● Review and reinforcement of grammatical principles and vocabulary acquisition

● Rhetorical

functions and parallel structure

● Task-specific

literary and academic terminology

● Textbook and

work-specific vocabulary unit activities

● Textbook and

work-specific grammar exercises and activities

● Student

note-taking, reflecting consideration of challenging vocabulary

● Determining the

meaning of unknown vocabulary words using context clues in analytical writing

11-12.L.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

11-12.L.1.b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

11-12.L.2.a Observe hyphenation conventions. 11-12.L.2.b Spell correctly. 11-12.L.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.

11-12.L.3.a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

11-12.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

11-12.L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

11-12.L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

11-12.L.5.b Analyze nuances in the meaning of words with similar denotations.

11-12.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.





Unit 2 Overview

Unit Title: Leadership & Society: The Elizabethan Period & The English Renaissance

Unit Summary: This unit focuses on the study of a tragic work by William Shakespeare and supplements this study with nonfiction texts (both period and contemporary) which address the universal themes examined in Shakespeare’s plays. Students will explore Identity, Power, Ambition, Love, and Jealousy through works such as “Othello”, “Macbeth”, and “Julius Caesar”. Students will be introduced to the structure of Shakespeare’s plays, poetic devices employed by Shakespeare, and Aristotle’s classical definition of a Tragic Hero. In addition to reading one work, students will also view an interpretation of the work, and be asked to make critical evaluations about the success of the performance, as compared to the meaning of the work explored in class. Supplemental literature for this unit includes the works of John Milton and Sir Francis Bacon, among others, to provide historical context and insight into period literary conventions. Furthermore, students will read and analyze Elizabethan sonnets and compare the style and content of these sonnets to the style and content of modern sonnets, looking to see what conventions and themes have endured and what conventions and themes have changed.


Learning Targets

Unit Essential Questions: ● How is Identity shaped by a person’s actions? ● What is the cost of pursuing power? ● Are people fundamentally good or evil? ● Why are so many great works of literature tragedies? ● Does thinking about human nature somehow change it?

Unit Enduring Understandings: ● Identity is influenced by thoughts, choices, actions, and consequences. ● Tragic flaws are reminders of human fallibility. ● Drama is an imitation of life and does not require realism to illustrate the human condition. ● The exploration of human nature is a constant theme in literature. ● Reading non-fiction can enrich our understanding of works of literature. ● The analysis of poetry and prose are different skills that require different skill sets. ● Understanding poetry requires close reading and reflection of the author’s word choices. ● Students must apply their understanding of literary devices in their analysis of poetry in order to make meaning of the work.


Unit Benchmark Assessment Information:

● Students will discuss the thematic connections between two works of nonfiction and how they relate to a scene from a Shakespearean drama.

○ Read and highlight the respective arguments of the two works of nonfiction. ○ Determine how the two works of nonfiction relate to the scene in question. ○ Construct a thesis statement that clarifies how the two works of nonfiction can be used as a lens to view a dramatic scene. ○ Consider what essay structure will best illuminate the argument. ○ Incorporate and explain the specific evidence from each of the three resources that best supports the argument.

Applicable Texts


Essential Content


Standards (NJCCCS CPIs, CCSS, NGSS,NJCRP)

Pacing

Anchor Text: -A Tragic Play by William Shakespeare: Othello, Macbeth, Julius Caesar, etc In addition to the anchor text, teachers will select a variety of works from the list below in order to accomplish the objectives of the unit. In some cases, works are suggested for specific levels. Novels: -Lord of the Flies by William Golding (E, H) Poetry: -Selections from “Paradise Lost” by John Milton (E, H) -Selections of period-specific poetry by William Shakespeare, John Donne, Sir Edmund Spenser, etc. (S, E, H) Informational Texts: -Excerpts from “A History of the English Speaking People” by Winston Churchill (S, E, H) -“When the Good do Bad” by David Brooks (S, E, H)

Reading Literature & Informational Text- SWBAT: ● Appreciate classic

literature from multiple perspectives

● Understand and

appreciate a work of Shakespeare

● Identify Tragic

Heroes in literary analysis

● Explain and discuss

Shakespeare’s treatment of themes in his works

● Identify and discuss

how the structure of a Shakespearean work contributes to its meaning

● Evaluate

contemporary reactions to Shakespearean works, both in reading and performance

● Read and

comprehend literary analysis and critique of works from the periods studied

● Draw literary

connections to works studied in other

Reading Literature & Informational Text: ● Elizabethan

historical background

● Fundamentals of

Elizabethan theater and stagecraft

● Plato’s definition

of the Tragic Hero and its relation to the chosen Shakespearean play’s tragic hero

● Biographical

background on Shakespeare

● Literary & Poetic

devices present in period literature: iambic pentameter, apostrophe, monologue, soliloquy, personification, irony, blank verse, foil, motif, etc

● Poetic structures

of the English and Italian sonnets

● Significant themes

in the literature of Shakespeare, including: Fair & Foul, Choices &

Reading Literature and Informational Text Assessments: ● Collaborative

analysis questions through Google Docs

● Note-taking and

annotations of readings

● Reading

comprehension checks

● Characterization

and Conflict outlines with evidence

● Journal entries

based on readings & specific passages

● Journal entries

focused on style, structure, and meaning of a work

● Fresh text

comparative reading exercises

● Passage analysis

questions ● Literary Analysis

essays ● Multiple Choice,

Essay, and Short-Answer Tests



Standard: Shakespeare: ~25 Lessons

Nonfiction: ~5

Lessons

Enriched: Shakespeare: ~15 Lessons

Lord of the

Flies: ~10 Lessons

Poetry &

Nonfiction: ~5 Lessons

Honors:

Shakespeare: ~10 Lessons

Lord of the

Flies: ~5 Lessons

“Paradise Lost”:

~10 Lessons

Poetry & Nonfiction: ~5 Lessons








-“The Surreal Ruins of Quaddaffi’s Never Never Land” by Robert Worth (S, E, H) -Prose excerpts from “The Norton Anthology of British Literature” (S, E, H) -Excerpts from “The Prince” by Niccolò Machiavelli (S,E, H) -Excerpts from the essays of Sir Francis Bacon (S,E, H) -Excerpts from the speeches of Queen Elizabeth I (S, E, H)

courses & students’ prior experiences

● Identify the main

idea of a work of period nonfiction

● Identify

compositional devices present in period nonfiction

● Compare two fresh

works of period nonfiction in addition to contemporary literary criticism, focusing on style, theme, and historical context

● Explain how

differences in poetic structure affect the meaning of works

● Compare two works

of poetry with similar themes

Consequences, the Supernatural, Duplicity, Ambition, and Power & Identity, Jealousy, Revenge, Innocence & Experience, Gender Roles, etc.

Literary Elements, including character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic)












Writing- SWBAT:: ● Evaluate the success

of a visual interpretation of Shakespeare’s works in writing

● Respond in writing

formally and informally to address essential questions about literature

● Analyze fiction and

informational texts to form connections relating to the human experience

● Utilize appropriate

poetic devices in discussion of a work of Shakespeare

● Formulate a thesis

statement and supporting argument for how the style and structure of a work of nonfiction conveys the meaning of the work

● Smoothly integrate

and analyze textual

Writing: ● Integrating

evidence from poetic or dramatic sources into analytical writing

● Formal

essay-writing expectations (tone, literary present tense, formatting, etc)

● Thesis statement

purpose and structure

● Essay structure

for comparative writing

● Effective

paragraph elements & structure: topic and concluding sentences, evidence, transitions, and discussion

● Strategies for

brainstorming and prewriting for both fiction and nonfiction-based

Writing Assessments: ● A PARCC-modeled

comparative essay, focusing on two fresh nonfiction texts , connected to the content of this unit thematically, stylistically, or historically.

● In-class journal

writing ● Literary analysis

essays ● Single-work

assessments ● Creative writing

assignments



11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the 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. 11-12.W.1.b 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. 11-12.W.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 11-12.W.2 Write informative/







evidence to support assertions

● Write a

well-structured formal, literary argument with a central claim, develop the claim with evidence, and consider at least one other point of view

analytical and writing

● MLA style

guidelines (format, citations, conventions)

explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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. 11-12.W.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.








11-12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 11-12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 11-12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 11-12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.9.a Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). 11-12.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.



















Speaking & Listening- SWBAT: ● Effectively prepare for

class discussion by critically reading the text at hand and reviewing notes prior to class

● Use literary and

academic terminology that will best articulate the works and matters being discussed

● Independently note

critical points made by teacher or fellow students during class discussions

Speaking & Listening: ● Guidelines for

effective class discussions (generated by students and teacher), i.e.: procedure for polite, respectful discussion and listening, necessity to provide textual support for ideas/opinions, and the ability to generate questions based on discussion

● Proper use of

academic and literary vocabulary in discussion

Speaking & Listening Assessments: Include but are not limited to: ● Socratic Seminar ● Participation in

class discussions ● Participation in

small-group discussions

● Discuss literature

in small group or whole class discussions and provide textual

11-12.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.

11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

11-12.SL.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

11-12.SL.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

● Discuss and analyze literary works in small and large groups

● Present group findings

to other groups and to the class as a whole

● Preface discussion

points with summary or reference to a previous speaker’s points

● Select/provide

appropriate textual evidence to support ideas during class discussion

● Independently

workshop student work (sometimes functioning as a contributor and sometimes as a group leader)

● Identify procedure for

socratic seminar activities

● Create questions in

response to readings and interpretations of texts

● Respond to teacher and

student-directed questions and comments

● Student and teacher

guidelines for socratic seminars and writer’s workshop

support for ideas/opinions

● Shared journal

entries ● Participate in both

teacher-led and/or student driven small and large class discussion

11-12.SL.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

11-12.SL.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. 11-12.SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
















Language- SWBAT: ● Exhibit proper usage

in written and spoken language

● Identify use of

figurative language and determine how it contributes to the meaning and aesthetic impact of a literary work

● Recognize and

articulate a writer’s purposeful use of diction and syntax

● Research unfamiliar

words and determine meaning from context clues

Language: ● A review of

connotative and. denotative meanings of words for purposes of wordplay, irony, foreshadowing, or humor

● Review and

reinforcement of grammatical principles and vocabulary acquisition

● Rhetorical

functions and parallel structure

● Task-specific

literary and academic terminology

Language Assessments:

● Textbook and work-specific vocabulary unit activities

● Textbook and

work-specific grammar exercises and activities

● Student note-taking,

reflecting consideration of challenging vocabulary

● Determining the

meaning of unknown vocabulary words using context clues in analytical writing

11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

11-12.L.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

11-12.L.1.b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

11-12.L.2.a Observe hyphenation conventions. 11-12.L.2.b Spell correctly. 11-12.L.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.

11-12.L.3.a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

11-12.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

11-12.L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

11-12.L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

11-12.L.5.b Analyze nuances in the meaning of words with similar denotations.

11-12.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.





Unit 3 Overview

Unit: Love & Satire: The Canterbury Tales, the Romantic and Victorian Periods

Unit Summary: This unit examines the development of satire in British literature focusing on the work of Chaucer, Swift, Austen, and Wilde. while also exploring the literature of the Romantic and Victorian periods. Special attention will be given to the similarities and differences among these time periods and our world today, particularly in reference to romantic love, the institution of marriage, women’s rights, and social conventions. In regard to the drama and prose of the period, students will be focusing specifically on author's’ usage of tone, point of view, irony, dialogue, and narrative structure. Composition in this unit will focus on developing a literary argument with use of evidence, with particular emphasis on a PARCC style comparison of prose fiction.


Learning Targets

Unit Essential Questions: ● How is the respective subject matter of both Chaucer and the Romantic and Victorian writers shaped by the social and political history of

England and Europe? ● What is the social function of satire? ● How does satire achieve its critique of human nature and society? ● How and why has the form and content of the novel evolved over time? ● How do the literary elements (plot, structure, characterization, theme, irony, point of view, tone, symbolism, etc.) contribute to the reader’s

experience of a work of fiction and its subsequent meaning?

Unit Enduring Understandings: ● Satire uses humor and irony to illustrate the flaws of both society and human nature. ● Writing can and does affect social change. ● Literature both reflects and shapes the time period during which it was produced. ● Many of the innovative narrative techniques used in contemporary television and film originated with the novel. ● The ability to read a literary work from the point of view of the author as well as the audience allows for insight into literary technique,

process, and aesthetic impact. ● Close reading of a text can provide information essential to the author’s purpose, e.g. tone and rhetorical strategies in satire. ● Humor can be used to expose and/or illustrate ills in society.


Unit Benchmark Assessment Information: ● Students will complete a comparative essay of two screen adaptations of a novel from the unit:

○ Select a single scene that was performed in both screen versions of the novel. ○ Consider how the performance of each production varied in its acting, visual aspect and ease of understanding. ○ Evaluate the effectiveness of each production, deciding which was more successful. ○ Use specific details from both productions to support his or her opinion in a fully developed essay.

Applicable Texts


Essential Content


Standards (NJCCCS CPIs, CCSS, NGSS, NJCRP)

Pacing

Anchor Text: Poetry: Excerpts from “The Canterbury Tales” by Geoffrey Chaucer -”The Prologue to the Canterbury Tales” and selected tales Short Stories: Excerpts from “The Decameron” by Giovanni Boccaccio -“Federigo’s Falcon” In addition to the anchor texts, teachers will select a variety of works from the list below, including one novel, in order to accomplish the objectives of the unit. Students will be given a selection of these works to choose, workshop, and read independently in literature circle groups. Novels: Pride & Prejudice by Jane Austen Excerpts from Gulliver’s Travels by Jonathan Swift (E, H) Excerpts from Alice in Wonderland by Lewis Carroll Excerpts from the novels of Charles Dickens (E, H)

Reading Literature & Informational Texts- SWBAT: ·Identify and analyze the use of humor and satire. ·Identify the role class played in the society at in each time period examined. ·Identify how both authors and characters subvert well established literary and social conventions. ·Determine that when and how an author chooses to withhold or release information contributes to the dramatic tension of a work. ·Determine how a shifting point of view helps to separate the narrator’s attitude towards events from the characters’’ attitudes towards events. ·Determine the how irony can be dependent on point of view. ·Identify how verbal, dramatic, and situational irony contribute to meaning of a work. ·Determine how dialogue, characterization, and narrative structure contribute to the reader’s experience of a work and its subsequent meaning.

Reading Literature & Informational Texts: ·characteristics of effective satire ·characteristics of Pastoral, Romantic, Gothic, and Victorian literature ·social changes and conventions of the respective time periods ·Facility identifying and analyzing the following literary elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic) connotation and denotation, imagery, figurative language, meaning and ideas, rhythm and meter, tone, sound and meaning, free verse, and blank verse.

Reading Literature & Informational Text Assessments: ·Reading comprehension checks ·Passage analysis quizzes ·Journal Entries focused on style, structure, and meaning ·Collaborative analysis questions through Google Docs ·Note-taking and annotations of readings ·Characterization and Conflict outlines with evidence ·Literary analysis essays ·Essay, Multiple Choice and Short Answer Tests



Standard: Medieval

Satire/ Canterbury

Tales: ~10 lessons

Excerpts

from Pride and

Prejudice: ~ 10 lessons

Literature

Circle Readings

~10 Lessons

Enriched: Medieval

Satire: ~3

lessons

Canterbury Tales: ~ 10 lessons

Formal Novel

Study ~10 lessons

Student Literature

Circles ~10 lessons

Satire

Writing: - 2 lessons

Honors:

Canterbury

Tales:








Jane Eyre by Charlotte Bronte (E, H) Middlemarch by George Eliot (E, H) High Fidelity by Nick Hornby (E, H) Drama: The Importance of Being Earnest by Oscar Wilde (E, H) Satirical Essay: “A Modest Proposal” by Jonathan Swift (S, E, H) Selections from “An Essay on Man” by Alexander Pope (S, E, H) Informational Texts: from A Vindication of the Rights of Woman by Mary Wollstonecraft (S, E, H) Excerpts from Percy Bysshe Shelley’s A Defense of Poetry (S, E, H) Excerpts from Jane Austen’s letters (S, E, H) Prose excerpts from The Norton Anthology of British Literature (S, E, H) -Excerpts from “A History of the English Speaking People” by Winston Churchill (S, E, H) Films: Scenes from The Importance of Being Earnest (E, H)

·Determine how the literary elements at work in a novel serve to elicit reader sympathy for the characters and/or events. ·Analyze how a novel can still be effective in regard to meaning and aesthetic impact even when the reader does not have sympathy for its characters. ·Determine how selection and artistic unity contribute to the meaning and aesthetic impact of a literary work. ·Determine how the poetic devices at work in a poem serve to elicit reader sympathy for the characters, events, or meanings. ·Determine how the author’s use of diction impacts the effect and meaning of the poem. ·Determine how imagery, metaphor, and tone contribute to the reader’s experience of a work and its subsequent meaning. ·Understand the difference between a meaning and a moral. ·Integrate ideas from an informational text into their analysis of a literary text ·Independently arrive at the meaning of a work





~ 10 lessons

Student Literature

Circles: ~8 Lessons

Jane Eyre

~ 10 lessons

Satire Writing:

~2 lessons







Scenes from Pride and Prejudice (S, E, H)

·Identify and apply textual evidence to a literary argument ·Determine and trace the central idea(s) and/or theme(s) of the text. ·Determine author’s point of view. ·Make predictions, connections, and inferences. ·Use context clues before and during reading. ·Establish background knowledge. ·Determine the meaning of words and phrases and how they connect to the setting and tone of the text ·Identify how the diction and tone are used to communicate the author’s message and/or create mood. ·Assess how themes relate between and among texts ·Effectively annotate text ·Analyze the use and effects of an author’s rhetorical choices on the central meaning of the text



Writing SWBAT: ·Generate ideas for writing through various strategies including brainstorming and freewriting

Writing: ·Reinforce literary essay structure ·Consistently using literary present tense

Writing Assessments: · Journal assignments

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,



·Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ·Integrate and analyze textual evidence to support assertions. ·Write a well-structured, literary argument with a central claim. ·Develop a claim with evidence, and consider at least one other point of view. ·Analyze prose and informational texts to form connections ·Formulate and develop an argument that synthesizes a work of nonfiction with a work of fiction ·Provide meaningful, useful, and conscientious feedback (written and oral) on synthesis papers produced by fellow students. ·Complete purposeful revisions competently ·Use language with precision

when writing about literature ·Essay structure for comparing two works ·Parallel structure -Correct usage of pronouns (agreement, reference and point of view) ·Formulating thesis statements ·Introduction of a thesis, reasons and evidence, counter-argument, use of transitions, tone, and conclusion. ·Effective topic and concluding sentences ·Effective incorporation of supporting text ·Effective quote integration and blending ·MLA format guidelines

·Passage analysis essays for one or two works of prose fiction ·Literary Essays on a single work ·Tests on a single work

and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. 11-12.W.1.b 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. 11-12.W.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 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. 11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.









11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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. 11-12.W.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 11-12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 11-12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 11-12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 11-12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)










11-12.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.9.a Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). 11-12.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.







ET8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional


http://www.corestandards.org/ELA-Literacy/L/11-12/








audience and present it to peers and/or professionals in that related area for review.


Speaking and Listening- SWBAT: ·Effectively prepare for class discussion by critically reading the text at hand prior to class ·Use the literary and academic terminology that will best articulate the matter being discussed. ·Independently note critical points made by teacher or fellow students during class discussions. ·Discuss and analyze literary works in small and large groups. ·Present group findings to other groups and to the class as a whole ·Preface discussion points with summary or reference to a previous speaker’s point

·Select/provide appropriate textual evidence to support ideas during class discussion

·Independently workshop student work (sometimes functioning as a

Speaking and Listening: ·Guidelines for effective class discussions (generated by students and teacher), i.e., procedure for polite, respectful discussion and listening, necessity to provide textual support for ideas/opinions ,and ability to generate questions based on discussion ·Proper literary and academic terminology ·Guidelines for Socratic Seminar ·Guidelines and questions for Writer’s Workshop

Speaking and Listening Assessments: Include but are not limited to: · Socratic Seminar ·Participation in class discussions ·Participation in small-group discussions ·Discuss literature in small group or whole class discussions and provide textual support for ideas/opinions ·Shared journal entries ·Participate in both teacher-led and/or student driven small and large class discussion.

● 11-12.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.

● 11-12.SL.1.a Come to discussions prepared, having read and

researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

● 11-12.SL.1.b Work with peers to promote civil, democratic

discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

● 11-12.SL.1.c Propel conversations by posing and responding to

questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

● 11-12.SL.1.d Respond thoughtfully to diverse perspectives;

synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

● 11-12.SL.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.

● 11-12.SL.4 Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

● 11-12.SL.5 Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in presentations








contributor and sometimes as a group leader)

·Identify procedure for Socratic Seminar ·Participate effectively in Socratic Seminar ·Create questions in response to texts. ·Respond to teacher and student-directed questions and comments. ·Select/provide appropriate textual evidence to support ideas during class discussion.

to enhance understanding of findings, reasoning, and evidence and to add interest.

● 11-12.SL.6 Adapt speech to a variety of contexts and tasks,

demonstrating a command of formal English when indicated or appropriate.









Language- SWBAT: ·Exhibit proper usage in written and spoken language. ·Identify use of figurative language and determine how it contributes to the meaning and aesthetic impact of a poem.

Language: · Syntax ·Diction ·Figurative language ·Proper literary and academic terminology ·Basic rhetorical functions of parallel structure.

Language Assessments: May include: · Passage analysis (in particular determining meaning of unknown vocabulary words using context clues) ·Grammar and sentence structure

● 11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● 11-12.L.1.a Apply the understanding that usage is a matter of

convention, can change over time, and is sometimes contested. ● 11-12.L.1.b Resolve issues of complex or contested usage, consulting

references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

● 11-12.L.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing. ● 11-12.L.2.a Observe hyphenation conventions.

·Recognize and articulate a writer’s purposeful use of diction and syntax, in addition to effectively using diction and syntax in both analytic and creative writing. ·Use the literary and academic terminology that will best articulate the matter being discussed. ·Identify and use parallel structure. ·Identify the meanings of words by using context clues and dictionaries.

·Vocabulary in context

assessed in ongoing writing tasks ·Poetry analysis ·Analysis of a writer’s use of language in their prose response essays.

● 11-12.L.2.b Spell correctly.

● 11-12.L.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.

● 11-12.L.3.a Vary syntax for effect, consulting references (e.g., Tufte's

Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

● 11-12.L.4 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

● 11-12.L.4.a Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

● 11-12.L.4.b Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

● 11-12.L.4.c Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

● 11-12.L.4.d Verify the preliminary determination of the meaning of

a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

● 11-12.L.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. ● 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in

context and analyze their role in the text. ● 11-12.L.5.b Analyze nuances in the meaning of words with similar

denotations. ● 11-12.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.





Unit 4 Overview

Unit Title: The Individual & Society: The Modern and Contemporary Periods

Unit Summary: This unit explores the modern and contemporary periods of British literature and looks at the similarities and differences between these time periods and our world today, particularly in reference to how imperialism, colonialism, and threats to personal privacy impact identity and the human spirit. In addition, the unit will continue to examine the development of the novel. Particular emphasis will also be placed on examining nonfiction texts in preparation for a synthesis paper. Composition in this unit will focus on the development of a multiple source synthesis paper.


Learning Targets

Unit Essential Questions: ● How is the respective subject matter of modern and contemporary British writers shaped by the history of the English church? ● How is the individual’s role in modern times differ from his/her role in Anglo-Saxon, Medieval or Renaissance times? ● How does power impact the individual? Does the burden or privilege of power impact all equally? And what kind of character is

susceptible to its sway? ● How is the respective subject matter of modern and contemporary British writers shaped by the social and political history of Europe,

England, and its colonies? ● What fundamental ideas about Western civilization are evident in the values of the 20th century British Empire? ● How has the relationship between the individual and the state evolved from the modern period to the present? ● How has colonialism altered the human experience? ● What plays the primary role in determining one’s destiny, fate or free will?

Unit Enduring Understandings: ● An individual’s experience is shaped by the dichotomy between his/her personal beliefs and the dominant values of the culture he/she is

immersed in. ● Power is a force that shapes both the person with power and the person subject to it. ● From Anglo-Saxon times to the present, individuals have always strived to retain their humanity regardless of the social forces opposing

them. ● Literature dramatizes the human experience by showing how socio-historical forces shape human consciousness which, in turn, shapes

human action. ● Synthesis requires close reading and reflection. ● Writers must rely upon a variety of sources to obtain information.

● Writers must be clear on the specific purpose of their writing in order to be effective.


Unit Benchmark Assessment Information: ● Students will complete a PARCC-style objective assessment based on a selected work of nonfiction.

○ Reading will be excerpted or complete, depending on level. ○ Students will read and annotate the nonfiction essay in class. ○ Students will complete multiple choice questions and include references to the specific textual evidence they used to arrive at their

selections. ○ Questions for the objective assessment will be adapted according to skill level while maintaining the integrity of the core standards

they assess.

Applicable Texts


Essential Content


Standards (NJCCCS CPIs, CCSS, NGSS, NJCRP)

Pacing

Anchor Text: -Things Fall Apart by Chinua Achebe In addition to the anchor text, teachers will select a variety of works from the list below in order to accomplish the objectives of the unit. In some cases, works are suggested for specific levels. Novels: A Star Called Henry by Roddy Doyle (E, H) 1984 by George Orwell (E, H) Short Stories: The Loneliness of the Long Distance Runner by Alan Sillitoe (S, E, H) Poetry: “The Second Coming” by W.B. Yeats (E, H) “In Which the Ancient History I Learn is not My Own” by Eavan Boland (S, E, H) Selected poems by Derek Walcott (E, H) Selected poems by Seamus Heaney (E, H) Nonfiction Texts:

Reading Literature & Informational Texts- SWBAT: ·Identify connections between modern protagonists and classical protagonists. ·Determine how an author establishes the values of the culture he/she is depicting. ·Determine that conflict is created through the disjunction between a character’s values and the values of his/her society. ·Determine how a shifting point of view can show the difference between a character’s attitude towards events and society’s attitude towards events. ·Identify the characteristics of tragedy and how they contribute to the meaning and aesthetic impact of a work. ·Identify the use of metaphor and determine how it contributes to the layers of a work’s meaning. ·Determine how characterization and symbolism contribute to the reader’s experience of a work and its subsequent meaning. ·Determine how irony, dialogue, and narrative structure contribute to the

Reading Literature & Informational Texts: ·Ibo values and Western values ·The Berlin Conference ·characteristics of a tragedy ·the function of an epigram ·the importance of ritual and myth ·Biblical allusions Literary elements, including: character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict, plot, point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic) ·Characteristics of personal narrative ·Portraying personal truth and experience in

Reading Literature & Informational Text Assessments: ·Reading comprehension checks ·Passage analysis quizzes ·Journal Entries focused on style, structure, and meaning ·Collaborative analysis questions through Google Docs ·Note-taking and annotations of readings ·Characterization and Conflict outlines with evidence ·Literary analysis essays ·Style/meaning quizzes on fresh texts ·Essay, Multiple Choice and Short Answer Tests -PARCC-style objective assessment for nonfiction reading


11-12.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 11-12.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., satire, sarcasm, irony, or understatement). 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 11-12.RL.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

Standard: Personal Narrative

using Kincaid text as a model ~3 Lessons

Things Fall

Apart: ~22 Lessons

Nonfiction

Texts: ~5 Lessons

Enriched:

Personal Narrative

~2 lessons

Things Fall

Apart: ~ 9

lessons

1984: ~ 14

lessons

Nonfiction Texts:

~5 lessons

Honors:

Personal Narrative

~2 lessons

Things Fall

Apart:









“Shooting an Elephant” and “Politics and the English Language” by George Orwell (S, E, H) “The Empire Fights Back” by Chinua Achebe (S, E, H) “On Seeing England for the First Time” by Jamaica Kincaid (S, E, H) prose excerpts from The Norton Anthology of British Literature (S, E, H) How To Read Literature Professor by Thomas C. Foster (E, H) -Excerpts from “A History of the English Speaking People” by Winston Churchill (S, E, H)

reader’s experience of a work and its subsequent meaning. ·Determine how selection and artistic unity contribute to the meaning and aesthetic impact of a literary work. ·Analyze how a novel can still be effective in regard to meaning and aesthetic impact even when reader does not have sympathy for the characters. ·Determine and trace the central idea(s) and/or theme(s) of the text. ·Determine author’s point of view. ·Make predictions, connections, and inferences. ·Use context clues before and during reading. ·Establish background knowledge. ·Determine the meaning of words and phrases and how they connect to the setting and tone of the text ·Identify how the diction and tone are used to communicate the author’s message and/or create mood. ·Assess how themes relate between and among texts ·Effectively annotate text ·Analyze the use and effects of an author’s rhetorical choices on the central meaning of the text

non-fiction literary texts ·Narrative elements and techniques including: setting, action, character, conflict, resolution, summarizing, dramatizing ·Narrative structure ·Descriptive techniques and significant detail ·Rhythm in prose

11-12.RI.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. 11-12.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. 11-12.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. 11-12.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). 11-12.RI.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. 11-12.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.






~ 8 lessons

Novel Study

~16 lessons

Nonfiction

Texts: ~4

lessons







Writing SWBAT: ·Smoothly integrate and analyze textual evidence and literary criticism to support assertions. ·Write a well-structured, multiple source, formal, literary argument with a central claim, develop the claim with evidence, and consider at least one other point of view. ·Analyze prose and informational texts to form connections ·Formulate and develop an argument that weighs the respective merit of two works of nonfiction. ·Provide meaningful, useful, and conscientious feedback (written and oral) on the synthesis papers produced by their fellow students. ·Complete purposeful revisions of their synthesis papers. ·Establish point of view and introduce situation ·Incorporate narrative techniques into writing to create smooth progression of experiences ·Generate ideas for writing through various strategies including brainstorming and freewriting

Writing: ·Emphasize literary analysis structure ·Essay structure for comparing two works ·Parallel Structure ·Introduction of a thesis, reasons and evidence, counter-argument, use of transitions, tone, and conclusion. ·MLA format guidelines ·Components of writing process ·Narrative writing: establish point of view, introduce narrator/characters, create sequence of events; incorporate dialogue, description, reflection; structure sequence of events; precise language, details, and sensory language; conclusion that provides reflection ·Writer’s purpose and audience

Writing: · Journal assignments ·Passage analysis essays for one or two works of nonfiction ·Literary Essays on a single work ·Style/meaning quizzes on fresh texts ·Synthesis essay ·Personal narrative using Kincaid essay as a model

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.W.1.a Introduce precise, knowledgeable claim(s), establish the 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. 11-12.W.1.b 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. 11-12.W.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 11-12.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 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. 11-12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.










·Use a variety of narrative techniques to create tone, cohesion and clarity ·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 concluding section that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

·Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

11-12.W.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 11-12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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. 11-12.W.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 11-12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 11-12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 11-12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 11-12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.











11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 11-12.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 11-12.W.9.a Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). 11-12.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.



















ET8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

ET8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally.

ET8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

ET8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

ET8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Speaking and Listening: SWBAT: ·Effectively prepare for class discussion by critically reading the text at hand prior to class ·Use the literary and academic terminology that will best articulate the matter being discussed. ·Independently note critical points made by teacher or

Speaking and Listening: ·Guidelines for effective class discussions (generated by students and teacher), i.e., procedure for polite, respectful discussion and listening, necessity to provide textual support for ideas/opinions ,and

Speaking and Listening Assessments: Include but are not limited to: · Socratic Seminar ·Participation in class discussions

● 11-12.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.

● 11-12.SL.1.a Come to discussions prepared, having read and

researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

● 11-12.SL.1.b Work with peers to promote civil, democratic

discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

fellow students during class discussions. ·Discuss and analyze literary works in small and large groups. ·Present group findings to other groups and to the class as a whole ·Preface discussion points with summary or reference to a previous speaker’s point

·Select/provide appropriate textual evidence to support ideas during class discussion

·Independently workshop student work (sometimes functioning as a contributor and sometimes as a group leader)

·Identify procedure for Socratic Seminar ·Participate effectively in Socratic Seminar ·Create questions in response to texts. ·Respond to teacher and student-directed questions and comments. ·Select/provide appropriate textual evidence to support ideas during class discussion.

ability to generate questions based on discussion ·Proper literary and academic terminology ·Guidelines for Socratic Seminar ·Guidelines and questions for Writer’s Workshop

·Participation in small-group discussions ·Discuss literature in small group or whole class discussions and provide textual support for ideas/opinions ·Shared journal entries ·Participate in both teacher-led and/or student driven small and large class discussion.

● 11-12.SL.1.c Propel conversations by posing and responding to

questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

● 11-12.SL.1.d Respond thoughtfully to diverse perspectives;

synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

● 11-12.SL.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.

● 11-12.SL.4 Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

● 11-12.SL.5 Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

● 11-12.SL.6 Adapt speech to a variety of contexts and tasks,

demonstrating a command of formal English when indicated or appropriate.
















Language: SWBAT: ·Exhibit proper usage in written and spoken language. ·Recognize and articulate a writer’s purposeful use of diction and syntax, in addition to effectively using diction and syntax in both analytic and creative writing. ·Use the literary and academic terminology that will best articulate the matter being discussed. ·Identify and use parallel structure. ·Identify the meanings of words by using context clues and dictionaries.

Language: · Syntax ·Diction ·Proper literary and academic terminology ·Basic rhetorical functions of parallel structure. ·Vocabulary in context

Language Assessment: May include: · Passage analysis (in particular determining meaning of unknown vocabulary words using context clues) ·Grammar and sentence structure assessed in ongoing writing tasks ·Analysis of a writer’s use of language in his/her nonfiction response essays. ·Use of proper terminology in synthesis essay ·Use of proper diction in college essay

● 11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● 11-12.L.1.a Apply the understanding that usage is a matter of

convention, can change over time, and is sometimes contested. ● 11-12.L.1.b Resolve issues of complex or contested usage, consulting

references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

● 11-12.L.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing. ● 11-12.L.2.a Observe hyphenation conventions.

● 11-12.L.2.b Spell correctly.

● 11-12.L.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.

● 11-12.L.3.a Vary syntax for effect, consulting references (e.g., Tufte's

Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

● 11-12.L.4 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

● 11-12.L.4.a Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

● 11-12.L.4.b Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

● 11-12.L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

● 11-12.L.4.d Verify the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

● 11-12.L.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. ● 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in

context and analyze their role in the text. ● 11-12.L.5.b Analyze nuances in the meaning of words with similar

denotations. ● 11-12.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.






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