ENGLISH IV, ACADEMIC ENGLISH IV, HONORS ENGLISH IV 4... · ENGLISH IV, ACADEMIC ENGLISH IV, HONORS...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ENGLISH

ENGLISH IV, ACADEMIC ENGLISH IV, HONORS ENGLISH IV

COURSE DESCRIPTION

Grade Level: 12 Department: English Course Title: English IV, Academic English IV, Credits: 5.0 Honors English IV Course Code: 010430-0401440-010450

Board of Education adoption date: August 22, 2011

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Ms. Charlene Cavalcante Ms. Cheryl Soback

Supervisors

Ms. Tyniesha Douglas

Ms. Judith Lagana Mr. Craig Chern

Mr. Thomas Gallahue Ms. Jane Goldstein

English IV - Introduction

Introduction

Course Philosophy

The English IV curriculum centers on the study of both classical and contemporary literature. Students will have opportunities to consider essential questions that fuel literary expression throughout the thematically based units. In addition, by focusing on the close reading of texts, students will work to develop their understanding of the mechanics of the literary effects that continue to have a powerful effect on the way we think. Students will work to develop clear, authoritative voices that develop analyses and arguments from carefully reasoned and well‐supported assertions. Rather than teach a series of lessons that address the content of a literary piece, teachers plan activities to envelop an enduring understanding or a lesson that will allow the students to make connections to other disciplines, their own life or the world in general.

Course Description

Students are expected to read and analyze core literary selections from World Literature. In addition, they will study grammar and language usage, literary elements, vocabulary, research and study skills. Students will work both independently and collaboratively on projects and activities.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards Enduring Understandings Essential Questions Assessments

Diagnostic Formative Summative

LA.11‐12.RI.11‐12.1 LA.11‐12.RL.11‐12 LA.11‐12.RL.11‐12.3 LA.11‐12.RL.11‐12.6

Resolution of conflict, which is a continued struggle between internal and external forces, is based on an individual's moral choices and is essential for personal understanding.

How can moral standards be defined and applied in an organized society? How do societies' moral standards or ethics impact conflict creation or resolution, and how does that translate to the individual? How does literature mirror society and human interaction? What is the nature of good and evil, and how do our perspectives color our definition?

Pre‐test Anticipatory activity gauging student morals

Benchmark assessments Student journals Class discussion Rubric creation Graphic organizers Writing assignments

Unit test Unit project Essay Oral presentation Writing assignments

LA.11‐12.RL.11‐12.2 LA.11‐12.RL.11‐12.4 LA.11‐12.RI.11‐12.4 LA.11‐12.W.11‐12.1 LA.11‐12.W.11‐12.8 LA.11‐12.SL.11‐12 1a

An understanding of literary techniques and effects provides evidence for interpretation and analysis of literature.

How do authors use the resources of language to impact an audience? How does a time period shape the literature of its age? Where does the meaning of a text reside: within the text, within the reader or in the interaction that occurs between them? What are the characteristics or elements that cause a piece of literature to endure? What are the elements of formal literary criticism which can be seen in current and past written criticisms?

Pre‐test

Benchmark assessments Students journals Class discussion Response to discussion questions Collage Oral presentation Writing Graphic organizer Response to passage

Unit test Unit project Essay Oral presentation Writing Passage analysis

LA.11‐12.L.11‐12.3 LA.11‐12.RL.11‐12.5 LA.11‐12.RL.11‐12.7 LA.11‐12.RI.11‐12.6 LA.11‐12.W.11‐12.2a

Interculturalism is an instrument used to fight racism, overcome prejudice, and misunderstanding of others and ultimately leads us to define and further enhance individual existence.

Are the universal themes in literature of interest and concern to all cultures and societies? In the face of adversity that is a result of cultural/societal confines, why do some people fail and others prevail? How do racism, sexism and ignorance create problems for society? How do power and its use and/or abuse impact groups in any society? How do authors and poets use resources of language (figurative, diction, tone, imagery and connotation) to impact readers?

Cooperative group discussion Selection of current news articles Brief assessment on literary terms to ensure transfer of understanding

Survey Creative projects Graphic organizers Chat forums to allow integration of thought and understanding online research. Class participation Peer editing Response to class discussion

Quizzes Tests Oral presentation of culminating research assessed by students and teacher using established rubric Peer evaluated portfolio writings evaluated as a group Class participation

LA.11‐12.W.11‐12.3 LA.11‐12.W.11‐12.6 LA.11‐12.W.11‐12.7 LA.11‐12.SL.11‐12.4 LA.11‐12.SL.11‐12.5 LA.11‐12L.11‐12.5

Oppression and alienation exists in a variety of forms and contexts, is perpetuated from a variety of sources, and causes suffering for both the oppressor and the oppressed.

To what extent do gender roles inhibit/liberate individuals? To what extent do the media perpetuate and/or shape stereotypes and bias? How does one's perception of his/her place in a society's power structure influence decisions and behavior? In literature, how has the role of female characters been defined by established societal or cultural placement?

Cooperative group discussion Selection of current news articles Brief assessment on literary terms to ensure transfer of understanding

Survey Creative projects Graphic organizers Chat forums to allow integration of thought and understanding online research. Class participation Peer editing Response to class discussion


LA.11‐12.RL.11‐12.9 LA.11‐12.RL.11‐12.10 LA.11‐12.RI.11‐12.5

Existence is a combination of external influences, internal turmoil, personal reconciliation, and the exercising free will.

To what extent should an individual be held responsible for his/her own life? What role does hope play in the ability of people to forge and sustain their lives? Are there forces and circumstances beyond the individual's control which shape his/her life?

Students will define for themselves terms and ideas present in the unit. Identifying prior knowledge of the historical environment of the time period

Students respond to various existential questions (i.e. Does a person's sense of morality influence his/her existence?) and keep a response journal along with reading comprehension questions for text Create graphic organizers or creative projects in which they compare, explore or define elements of existential thought or philosopher of this movement Presentations‐ multimedia and/or oral Compose various formal writings on the literature in a variety of structures Creation and posting on class blog


LA.11‐12.RL.11‐12.1 LA.11‐12.RL.11‐12.4 LA.11‐12.RL.11‐12.5 LA.11‐12.RI.11‐12.5 LA.11‐12.W.11‐12.1c LA.11‐12.W.11‐12.1d LA.11‐12.W.11‐12.1e LA.11‐12.W.11‐12.2a‐f LA.11.12.W.11‐12.7 LA.11.12.W.11‐12.8 LA.11.12.W.11‐12.9a

Literary form and structure is the architecture that writers use to impart their unique messages about life.

How do authors use the resources of language to impact an audience?

Read a sample literary analysis research paper and identify the elements chosen for analysis. Discuss the effectiveness of analysis Timed write of literary analysis previously done to be worked on in small groups, identifying strengths and weaknesses

Graded thesis statements Graded outline Quiz on MLA format Rough draft of research paper

Submission of final draft of research paper

Proficiencies and Pacing - English IV

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

Unit 1: The Nature of Morality and Choices

Resolution of conflict, which is a continued struggle between internal and external forces, is based on an individual's moral choices and is essential for personal understanding. At the conclusion of this unit, students will be able to: 1. Identify and apply personal moral standards to recognize possible steps to conflict resolution. 2. Apply the concept of morality to social and historical viewpoints. 3. Interpret how conflict and choices range from heroic to anti‐heroic. 4. Assess point of view as related to the resolution of conflict. 5. Apply the concept of conflict, morality and good vs. evil to everyday life.

10‐12 weeks

Unit 2: Literary Analysis

An understanding of literary techniques and effects provides evidence for interpretation and analysis of literature. At the conclusion of this unit, students will be able to: 1. Students will read fictional narratives and poetry from a wide range of literary eras from Ancient Greece to the 21st century. 2. Students will read literature to appreciate its themes and artistic merit and to analyze how the author conveyed the work’s meaning. 3. Students will write out‐of‐class, in‐class, and timed essays demonstrating their ability to formulate and defend theses. 4. Students will write to explain, interpret, analyze, and persuade. 5. Students will demonstrate their mastery of appropriate vocabulary and complex sentence structure. 6. Students will record pre‐critical responses to literature to develop their critical voices.

3 weeks

Unit 3: Intercultural Issues: The Influence of Cultural Identity and Its Impact on Society

Interculturalism is an instrument used to fight racism, overcome prejudice, and misunderstanding of others and ultimately leads us to define and further enhance individual existence. At the conclusion of this unit, students will be able to: 1. Identify the universal themes in literature that apply to race, gender, nations, culture, religion and age. 2. Explain how these themes demonstrate a universality that all people can identify with. 3. Show the literary devices that writers use to convey dominant intercultural issues and apply alternate literary theories—cultural, historical, Marxist, feminist, etc. 4. Apply this understanding of intercultural issues to life. 5. Develop a discourse in which to respond to these issues.

5 weeks

Unit 4: Oppression and Alienation

Oppression and alienation exists in a variety of forms and contexts, is perpetuated from a variety of sources, and causes suffering for both the oppressor and the oppressed. At the conclusion of this unit, students will be able to: 1. Apply knowledge of bias, oppression, and Marxist and/or feminist theory to literature. 2. Analyze the construct of personal identity in relation to power relationships. 3. Synthesize information regarding bias in literature, the media, and society as a whole in relation to one’s individual identity. 4. Evaluate the ways in which prejudice and bias has affected humans throughout history and in modern times.

6 weeks

Unit 5: Existentialism: The Influence of Questioning Existence

Existence is a combination of external influences, internal turmoil, personal reconciliation, and the exercising of free will. At the conclusion of this unit, students will be able to: 1. Apply the concepts of Existential theory to literary, social, and historical perspectives. 2. Assess authorial intent and point of view. 3. Explain and apply the concepts of existence versus essence, the absurd, bad faith, and relate to all covered pieces. 4. Interpret society through an existentialist’s perspective. 5. Apply the concept of existence to life.

8‐10 weeks

Unit 6: The Research Paper

Literary form and structure is the architecture that writers use to impart their unique messages about life. At the conclusion of this unit students will be able to: 1. Take effective research notes. 2. Use web‐based databases. 3. Use online catalogs. 4. Avoid plagiarism. 5. Correctly use all MLA skills. 6. Create an original thesis. 7. Produce a literary‐based research paper.

4 weeks (to be incorporated into one of the other units.)

English IV ‐ Unit 01

Unit 1: The Nature of Morality and Choices

Enduring Understandings: Resolution of conflict, which is a continued struggle between internal and external forces, is based on an individual's moral choices and is essential for personal understanding. Essential Questions: 1. How can moral standards be defined and applied in an organized society? 2. How do societies' moral standards or ethics impact conflict creation or resolution, and how does that translate to the individual? 3. How does literature mirror society and human interaction? 4. What is the nature of good and evil, and how do our perspectives color our definition? Unit Goals: 1. Identify and apply personal moral standards to recognize possible steps to conflict resolution. 2. Apply the concept of morality to social and historical viewpoints. 3. Interpret how conflict and choices range from heroic to anti‐heroic. 4. Assess point of view as related to the resolution of conflict. 5. Apply the concept of conflict, mortality and good vs. evil to everyday life. Recommended Duration: 6 weeks

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials

Suggested Strategies Suggested Assessments

What is a moral standard?

Define morality

Demonstrate an understanding of our society's standards of morality

Sophocles, Oedipus Sophocles, Antigone Shakespeare, Hamlet Assorted short stories and poems as selected by teacher

Small group discussion of morality; groups will create a definition of morality to be presented and discussed with the other groups in a whole‐class discussion

Written tests and quizzes Graphic organizers

Who defines a moral standard?

Demonstrate an understanding of morals formed

Assorted short stories and poems as selected by teacher

Tracking poster examining the morals of the society depicted in one of the core pieces

Project assessments

How does a society apply moral standards to its codes of conduct? How does one's point of view affect his or her application of standards?

Demonstrate an understanding of how culture and politics affect the accepted codes of conduct in a society

Assorted short stories and poems as selected by teacher

Extract lines from a play which show evidence of the effect of the culture/politics of the society in the play upon the codes of conduct of the characters Using the internet and prior knowledge, research case studies of humans in which the culture and/or politics of their country has had an effect on their personal codes of conduct

Writing rubrics Article summaries

How does a society determine the acceptable steps toward conflict resolution?

Define conflict Demonstrate an understanding of how culture and politics affect the resolution of conflict


Using knowledge of current events, students will create a visual representation of conflict in the world with brief descriptions of each photo/drawing/cartoon. Students will present visuals to class. Small group discussion of modern cultures and political movements that have had an effect on conflict resolution

Visual presentation rubric Response to discussion questions.

How does a society's mores impact an individual's approach to conflict resolution?

Demonstrate an understanding of a more Demonstrate an understanding of how mores are created Demonstrate an understanding of how individuals are influenced by the mores of the society in which they live


Students will research mores and their creation. They will then create a presentation to share their findings with the class. Small groups will identify the mores of the society in the text being studied, and report to the class how each character was influenced by the mores of that society.

Oral presentation rubric Response to discussion questions.

How does literature mirror society and human interaction?

Demonstrate an understanding of how characters in the work reach resolution and if the resolution of conflict productive or destructive Demonstrate an understanding of how resolution is reflected in our society


Students are to reread specific scenes involving the conflict in the work being studied, looking for how each character attempts to resolve that conflict. They will then discuss these attempts and evaluate the relative failure or success of each attempt. Students will write a brief paragraph relating methods of conflict resolution depicted in the work to methods present in our world today. Students will write a creative piece which shows their empathy or lack thereof to one of the characters in the work being studied.

Discussion rubric Writing rubric Writing rubric

Who defines what is evil? Does perspective alter or amend our definitions of what is evil?

Discuss the idea of evil as it is presented in the works studied Demonstrate an understanding of the concept of evil as it affects your life


Generate a list of pieces of evidence of the subject of evil as it is presented in the work Formulate an opinion on what the attitude of the work is towards evil, and present a reasoned argument defending this opinion Bring in a newspaper/magazine article showing evidence of evil at work in the modern world

Worksheets Article summaries

How is evil generated? Is the generation of evil something that comes from within, from our point of view, or from events and experiences outside of our own existence?

Discuss how the dark sides of the various characters are revealed in the works under study Analyze how the students feel about both about the concept of evil and the evidence of it in the world around them


Write an essay discussing the evidence presented in the work that reveals the dark sides of various selected characters Class discussion about the concept of evil and its presence in the world today

Essay writing rubric Discussion rubric

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts

Grades 11‐12 English Language Arts

LA.11‐12.RL.11‐12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.



LA.11‐12.RL.11‐12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).



LA.11‐12.RL.11‐12.6

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).



LA.11‐12.RI.11‐12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Differentiation

For Struggling Students: Teachers may differentiate within this unit by limiting novels or using adapted versions of Oedipus, and other literary examples to accommodate for extra time needed. Teacher may provide graphic organizers and shorter writings for continuous formative assessment. Teachers may provide the students connections assisted by cross‐referencing in compare/contrast assignments throughout unit. Teachers can provide instruction and assign basic writing and composition assignments to reinforce skills with appropriate rubrics. For Advanced Students: Teachers may place greater emphasis on portfolio review of writings with peer‐edits, more independent work on research and group projects. Teachers may scaffold the levels of difficulty which will include but not be limited to a deeper understanding of concept illustrated by multiple cross‐referencing.

Technology

Teachers may incorporate various elements of technology into the unit. Students can conduct Internet research, discuss issues via online discussion modules, complete and/or create web quests regarding Greek life and Greek theater, create multimedia presentations to provide a platform for them to share findings, present information, and broaden their understandings. Teachers may direct students to The Classics Pages to support their understanding of Oedipus.

College and Workplace Readiness

Students may complete reading and writing activities in this unit that will enhance their college and workplace readiness. Teachers may create deadlines and rubrics for the activities and major assignments that will allow for an understanding of requirements and consequences for not meeting requirements. Students will engage in close reading activities that will specifically allow for cognitive connections and deeper levels of meaning because of the attention to details. All of this enhances a personal responsibility for one's own education. Teachers may create activities which apply modern workplace skills to characters in the works, reinforcing student understanding of various character types and the skills they may bring to a modern workplace. Students’ presentation on mores allows students to practice the skills of research and sharing their findings with an audience.

English IV - Unit 02

Unit 2: Literary Analysis

Enduring Understandings: An understanding of literary techniques and effects provides evidence for interpretation and analysis of literature. Essential Questions: 1. How do authors use the resources of language to impact an audience? 2. How does a time period shape the literature of its age? 3. Where does the meaning of a text reside: within the text, within the reader, or in the interaction that occurs between them? 4. What are the characteristics or elements that cause a piece of literature to endure? 5. What are the elements of formal literary criticism which can be seen in current and past written criticisms? Unit Goals: 1. Define and identify literary techniques and effects present in a work and explain how they contribute to meaning. 2. Read fictional narratives and poetry from a wide range of literary eras from ancient Greece to the 21st century. 3. Read literature to appreciate its themes and artistic merit and to analyze how the author conveyed the work's meaning. 4. Write timed, in‐class and out‐of‐class essays demonstrating their ability to formulate and defend theses. 5. Write to explain, interpret, analyze and persuade. 6. Demonstrate their mastery of appropriate vocabulary and complex sentence structure. 7. Record pre‐critical responses to literature to develop their critical voices. Recommended Duration: 6 weeks


Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How does language form and further society and culture?

Discuss how a society uses words to define or limit its citizens Demonstrate an understanding of cultural impact on language

Assorted short stories from district approved anthologies and resources

After small and large group discussion of specific words in modern culture that impact upon us in some way, students will create a Wordle or collage to display the most important words, both positive or negative, in their culture.

Responses to discussion questions Collage

How is language used to manipulate?

Discuss how words are used in human interactions to build, destroy or otherwise affect relationships


Small groups will generate a list of "hot button" words and present them to the class, explaining why they feel these words have such an effect on them.

Oral presentation Writing

In what ways do words influence us?

Evaluate the use of language to persuade or otherwise affect a reader


After a discussion of diction, students will select a passage from a short story to analyze for diction, explaining the effect of specific words in the passage both on other characters and on the reader.

Graphic organizers Writing

What are the resources of language used by authors?

Identify management of language for a specific effect. Elements may include diction, syntax and imagery


Given a passage, groups will identify the use of language by the author and the effect of the language on the reader.

Written tests and quizzes Graphic organizers Response to passage

How do authors use the resources of language to impact an audience?

Analyze the use of resources of language in a literary work and discuss their intended effect on the audience


Using the current work being studied, students will write an essay analyzing diction and/or syntax and its effect on the reader and on the overall meaning of the work.

Writing

What lessons can literature teach us about life?

Discuss the elements which define humanity Discuss how characters' natures are revealed in the works under study Analyze how internal motivations affect outward behaviors in the works under study


In small groups, students will create a multimedia presentation that depicts the elements the group deems essential to being human. Complete a character chart for four characters from the work being studied, isolating traits and explaining how those traits are revealed in the text. Given a work written in third person omniscient point of view, students will identify character motivations expressed in the narrative, and relate them to the actions of the characters. They will then complete a graphic organizer which depicts this relationship.

Presentation Worksheets Graphic organizer Oral presentation Response to discussion questions

How can literature teach us about other cultures?

Analyze how the culture of the work being studied is conveyed to the reader


Research the particular cultural setting of the literary work In groups, compile information and create informative visual aids to present to the class.

Visual presentation

How can literature teach us about our own past?

Examine how the experiences in a literary work are not isolated, but represent situations still relevant today


Select one experience from the work and research to find a similar experience from current events. Write a short essay showing how the two are linked and speculating how those involved in the current event could benefit by learning how the event was resolved in the work.

Writing Class discussion/response to discussion questions

How do literary techniques create meaning?

Define and apply various literary techniques, including, but not limited to: point of view manipulation of time interior monologue dialogue


Read a story and discuss how the point of view of the narrator affects your understanding of the events. Reread a section of dialogue and decide if the story is better understood through the dialogue or the narration that accompanies it.

Written tests and quizzes Response to discussion questions Forum participation

How does a reader interact with a text to create meaning?

Define and identify ways in which a reader applies prior knowledge to a work of literature


Students will participate in an interrupted reading, which forces them to react to one sentence or line of poetry at a time, and explore their individual reactions to each line. Then the whole class will share their reactions. Finally the lines will be put together into a whole and students will discuss their reactions and any changes they made after reading further.

Response to discussion questions

How can tone be determined?

Define tone Identify and explain examples of tone in literature and/or popular culture


Each day, students will receive an excerpt of text to analyze for tone. After ten minutes, the whole class will share their responses and discuss the reasons for their choices.

Tone identification activity Graphic organizer

How are themes developed in a work of literature?

Identify and discuss various universal themes found in literature Apply knowledge of literary techniques to determine their role in the development of theme in a literary work


Given a list of universal themes, students will create lists of popular film, television shows and books that present each theme. Students will create a tracking multimedia presentation in which they identify a theme expressed an a work under study, and then provide an example of five literary techniques used to develop that theme.

Graphic organizer: Defense of theme in a literary work Written tests and quizzes

How do archetypes create works that transcend time, place, and culture?

Display an understanding of various archetypes and trace their appearance in works of literature from all eras and cultures


Complete worksheets that explore various archetypes and require students to provide their own examples from popular culture.

Archetype project: Students will select a book or film and trace the various archetypes present, defending their choices with textual support from the chosen work. Information will be presented via a graphic organizer which guides the student through the analysis process.

What is the difference between popular fiction and timeless literature?

Compare and contrast a popular work with one of accepted literary merit, explaining how the popular work develops as opposed to the work of literature


Collaborative groups will decide on a popular novel they have all read. They will then brainstorm comparisons and contrasts with a novel "of literary merit" previously studied in school, reporting their findings to the class for whole class discussion.

Writing Oral presentation



LA.11‐12.RL.11‐12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.



LA.11‐12.RL.11‐12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.



LA.11‐12.RI.11‐12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).



LA.11‐12.W.11‐12.1.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.



LA.11‐12.W.11‐12.1.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.



LA.11‐12.W.11‐12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.



LA.11‐12.W.11‐12.1.d

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



LA.11‐12.W.11‐12.1.e

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



LA.11‐12.W.11‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.



LA.11‐12.SL.11‐12.1.a

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

Differentiation

For Struggling Students: Teachers may differentiate within this unit by limiting novels or using adapted versions of Oedipus, and other literary examples to accommodate for extra time needed. Teacher may provide graphic organizers and shorter writings for continuous formative assessment. Teachers may provide the students connections assisted by cross‐referencing in compare/contrast assignments throughout unit. Teachers can provide instruction and assign basic writing and composition assignments to reinforce skills with appropriate rubrics. For Advanced Students: Teachers may place greater emphasis on portfolio review of writings with peer‐edits, more independent work on research and group projects. Teachers may scaffold the levels of difficulty which will include but not be limited to a deeper understanding of concept illustrated by multiple cross‐referencing. Students will build a writing/comprehension folder for each piece of literature or collection of literature studied. Students will engage in additional activities that may reinforce various literary techniques and aid in their understanding of how they work to create meaning.

Technology

Teachers will incorporate various elements of technology. Students can conduct Internet research, discuss issues via online discussion modules, complete and/or create web quests, create multimedia presentations to provide a platform for students to share findings, present information, and broaden their understandings.


The reading and writing activities in this unit will enhance the college and workplace readiness. The deadlines and rubrics for the activities and major assignments will allow for an understanding of requirements and consequences for not meeting requirements. Close reading will particularly allow for cognitive connections and deeper levels of meaning because of the attention to details. All of this enhances a personal responsibility for one's own education.


Unit 3: Intercultural Issues: The Influence of Cultural Identity and Its Impact on Society

Enduring Understandings: Interculturalism is an instrument used to fight racism, overcome prejudice, and misunderstanding of others, and ultimately leads us to define and further enhance individual existence. Essential Questions: 1. Are the universal themes in literature of interest and concern to all cultures and societies? 2. In the face of adversity that is a result of cultural/societal confines, why do some people fail and others prevail? 3. How do racism, sexism, and ignorance create problems for society? 4. How do power and its use and/or abuse impact groups in society? 5. How do authors and poets use resources of language (figurative, diction, tone, imagery, and connotation) to impact the reader? Unit Goals: 1. Identify the universal themes in literature that apply to race, gender, nationality, culture, religion and age. 2. Explain how these themes demonstrate a universality that all people can identify with. 3. Show the literary devices that writers use to convey dominant intercultural issues and apply alternate literary theories—cultural, historical, Marxist, feminist, etc. 4. Apply this understanding of intercultural issues to one’s own life. 5. Develop a discourse in which to respond to these issues. Recommended Duration: 6 weeks



What constitutes a universal theme? How does time period impact the social significance of a literary work and can it be translated to a current social concern?

Close reading and analysis of current work Themes such as power struggle, isolation, dark side, and rationalization of morality should be highlighted Terms to be emphasized: internal/external conflict, archetypes, character types and purposes, plot development terms, point of view, tone, diction, genre

DiYanni, Anthology of Short Stories DiYanni, Anthology of Poetry DiYanni, Literature: Reading Fiction, Poetry, and Drama Additional short stories and poems as selected by teacher

Reader response writings to selected readings Choose three themes that are strongly represented in a selection of literature and poetry and graphically depict with written validation Complete a graphic organizer of characters and their literary identification according to the terms discussed in class and draw conclusions about the generalities of these classifications in relation to conflict and plot development

Responses to discussion and do now questions hard copy or online Graphic organizers Written tests and quizzes Creative projects , oral presentations, individual or group

What is memoir and how is it related, yet different to narrative development? How is the style in which memoirs are written compelling? How is personality and inner strength or weakness reflected in the memoir's development? In comparing other writings from various perspectives, what could be said to be the recurring concepts, understandings, and ethical assessments common in the pieces?

Discuss the elements of a memoir Review common themes across memoirs from the same time period

Wiesel, Night Selections from Volavkova‐ I Never Saw Another Butterfly Excerpted selections from other writers who have presented fiction and non‐fiction of the Holocaust including but not limited to: Primo Levi, Cynthia Orzick, Charlotte Delbo, Helen Fremont, and Sara Tuvel Bernstein Additional short stories and poems as selected by teacher

Create a value scale which touches upon various human/societal values; use in groups as a discussion hub with groups relating findings to the whole class Student research of the areas and the time period of the novel via web quest and respond to teacher‐generated questions and then discuss in groups Create a collage of thematic points in the memoir Keep a reader’s journal to respond emotionally to the details of the memoir by section Compare selected readings on concentration camp survivors and other first person accounts (i.e. United States soldiers liberating the camps) Guest speakers

Create a personal memoir Responses to discussion and do now questions hard copy or online Worksheets and graphic organizers Written tests and quizzes Creative projects , oral presentations, individual or group

How do sexism and racism present themselves in 21st century America? How is the need for social reform reflected in literature directly or indirectly and how does that impact the reader?

Discuss how a literary piece can reveal the strengths and weaknesses of a given society Comparative analysis of sexism and racism in the 21st century in the United States Impact of emotional hooks Focused skill development: focused reading for literary

DiYanni, Anthology of Poetry Ibsen, A Doll's House Hansberry, A Raisin in the Sun DiYanni, Literature: Reading Fiction, Poetry, and Drama

Research and pair‐share of terms and concepts in psychological treatments and texts Research author's life, time period and beliefs Writing of traditional and short essays on a variety of topics including, but not limited to: author's agenda revealed in text, personal beliefs and values reflected in text or not reflected in text, and analysis or

Responses to discussion and "Do now" questions hard copy or online Worksheets and graphic organizers Written tests and quizzes

What are the dynamics of fiction versus dramatic form and the strengths of each in relation to the development of theme, character, and plot?

devices, understanding of use of theme through characterization and conflict, accurate and focused writing on short and long writings

Additional short stories and poems as selected by teacher

compare/contrast of literary as well as structural devices used in text Blog or other web‐based forum used to discuss issues and questions involving the variety of literature. Revise dramatic form structure to prose structure in a given passage to reveal author's/playwrights intent Graphic organizers used to deconstruct characters in text for characteristics, motivation, interaction, type

Creative projects , oral presentations, individual or group Short essay and traditional essay



LA.11‐12.RL.11‐12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.



LA.11‐12.RL.11‐12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.



LA.11‐12.RI.11‐12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.



LA.11‐12.W.11‐12.2.a

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Differentiation

For struggling students: Teachers can differentiate by using shorter texts or reading longer texts together in class. Teachers may use graphic organizers and shorter writings for formative assessment. Teachers will reinforce basic writing and composition skills with supportive rubrics. Students will create a writing/comprehension folder for each piece of literature or collection of literature studied. Teacher editing should model for peer‐editing experiences. For advanced students: Students can independently research and select related literature to compare and contrast with core works. Students can extend learning through independent study of the literature’s historical time period or by researching contemporary examples of themes/issues raised by the literature.

Technology

Teachers will incorporate various elements of technology into the unit. Students can visit virtual tours of Holocaust museums such as the United States Holocaust Memorial Museum, the Museum of Jewish Heritage, and the Auschwitz Jewish Center. Students can conduct Internet research on current racial issues in the United States using resources such as the Southern Poverty Law Center, NAACP, or Social Justice. Students can then discuss these issues via online discussion modules, complete and/or create web quests, create multimedia presentations to provide a platform for students to share findings, present information, and broaden their understandings.


The reading and writing activities in this unit will enhance the college and workplace readiness. The deadlines and rubrics for the activities and major assignments will allow for an understanding of requirements and consequences for not meeting requirements. Close reading will particularly allow for cognitive connections and deeper levels of meaning because of the attention to details. All of this enhances a personal responsibility for one's own education.


Unit Plan 4: Oppression and Alienation

Enduring Understandings: Oppression and alienation exists in a variety of forms and contexts, is perpetuated from a variety of sources, and causes suffering for both the oppressor and the oppressed. Essential Questions: 1. To what extent do gender roles inhibit or liberate individuals? 2. To what extent do the media perpetuate and/or shape stereotypes and bias? 3. How does one's perception of his/her place in a society's power structure influence decisions and behavior? 4. In literature, how has the role of female characters been defined by established societal/cultural placement? Unit Goals: 1. Apply knowledge of bias, oppression, and Marxist and/or feminist theory to literature. 2. Analyze the construct of one’s own personal identity in relation to power relationships. 3. Synthesize information regarding bias in literature, the media, and society as a whole in relation to one’s individual identity. 4. Evaluate the ways in which prejudice and bias has affected humans throughout history and in modern times. Recommended Duration: 6 weeks



To what extent do roles (gender and other) inhibit or liberate individuals? To what extent do the media perpetuate and/or shape stereotypes and bias?

Skills reviewed and enhanced in this unit include but are not limited to: applications of literary terms, summarizing, paraphrasing, independent research using acceptable school‐based tools, a variety of essays Close reading for character study, thematic reflection, comparison/contrast, key points for summation, and quotation selection Group dynamics essential for effective and equitable group work

DiYanni, Anthology of Poetry Williams, The Glass Menagerie DiYanni, Literature: Reading Fiction, Poetry, and Drama Current events regarding bias, hate crimes and bullying Selection of poetry from literature text and other sources Additional short stories and poems as selected by teacher

Create reading journals which focus on character development or quotations which explore the major issues of the text Class discussion with a focused rubric in which each area of discussion is an element of the whole concept letting students draw conclusions Use of graphic organizers to illustrate the terms, concepts and content of various literatures studied Creation of timelines and charts of historical developments illuminated in literature Create and utilize a blog or other web‐based journal which is reflective and may contain personal experiences with the concepts. Some reflections could be: Are you in a minority or a majority in your school, community or workplace? Does the school have equal standards for males and females‐formally or informally? Does your economic standing determine your place in your community, school, social group or future aspirations? Use of Socratic Seminar to highlight key themes and concepts in the text Selection of current news articles which highlight concepts discussed in class and summarize in reflection Self‐define terms in unit before and after unit completion Brief formative assessment of literary terms to ensure transfer of understanding

Responses to discussion and do now questions hard copy or online Worksheets and graphic organizers Written tests and quizzes Creative projects , oral presentations, individual or group evaluation of blog or other web‐based journal for significant use and attention to purpose Portfolio writings evaluated as a group or individually selected for formal grading

How does one's perception of his/her place in a society's power structure influence decisions and behavior?

Skills used in this unit include but are not limited to: applications of literary terms, summarizing, paraphrasing, independent research using acceptable school‐based tools, a variety of type of essay structures Close reading for character study, thematic reflection, comparison/contrast, key points for summation, and quotation selection Group dynamics essential for effective and equitable group work

DiYanni, Anthology of Poetry Kesey, One Flew Over the Cuckoo's Nest Miller, Death of a Salesman DiYanni, Literature: Reading Fiction, Poetry, and Drama Selection of poetry from literature text and other sources Additional short stories and poems as selected by teacher

Use of graphic organizers to illustrate the terms, concepts and content of various literatures studied Creation of timelines and charts of historical developments illuminated in literature Create and utilize a blog or other web‐based journal which is reflective in nature and may contain personal experiences with the concepts Use of Socratic discussion to highlight key themes and concepts in the text Selection of current news articles which highlight concepts discussed in class and summarize in reflection Self‐define terms in unit before and after unit completion Brief formative assessment of literary terms to ensure transfer of understanding

Responses to discussion and do now questions hard copy or online Worksheets and graphic organizers Written tests and quizzes Creative projects , oral presentations, individual or group evaluation of blog or other web‐based journal for significant use and attention to purpose Portfolio writings evaluated as a group or individually selected for formal grading

In literature, how has the role of female characters been defined by established societal/cultural placement?

Skills used in this unit include but are not limited to: applications of literary terms, summarizing, paraphrasing, independent research using acceptable school‐based tools, a variety of type of essay structures Close reading for character study, thematic reflection, comparison/contrast, key points for summation, and quotation selection Group dynamics essential for effective and equitable group work

DiYanni, Anthology of Poetry Williams, The Glass Menagerie DiYanni, Anthology of Short Stories DiYanni, Literature: Reading Fiction, Poetry, and Drama Additional short stories and poems as selected by teacher

Class discussion with a focused rubric in which each area of discussion is an element of the whole concept letting students draw conclusions Use of graphic organizers to illustrate the terms, concepts and content of various literatures studied Creation of timelines and charts of historical developments illuminated in literature Create and utilize a blog or other web‐based journal which is reflective in nature and may contain personal experiences with the concepts Use of Socratic discussion to highlight key themes and concepts in the text Selection of current news articles which highlight concepts discussed in class and summarize in reflection Self‐define terms in unit before and after unit completion Brief formative assessment of literary terms to ensure transfer of understanding

Responses to discussion and do now questions hard copy or online Worksheets and graphic organizers Written tests and quizzes Creative projects, oral presentations, individual or group evaluation of blog or other web‐based journal for significant use and attention to purpose Portfolio writings evaluated as a group or individually selected for formal grading



LA.11‐12.W.11‐12.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.



LA.11‐12.W.11‐12.6 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.



LA.11‐12.W.11‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



LA.11‐12.SL.11‐12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.



LA.11‐12.SL.11‐12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



LA.11‐12.L.11‐12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Differentiation

For struggling students: Teachers can differentiate by limiting novels and other literary examples to accommodate for extra‐time needed. Teachers should use graphic organizers and shorter writings for formative assessment. Teachers will reinforce basic writing and composition skills with supportive rubrics. Teacher editing should model for peer‐editing experiences. For advanced students: Teachers can differentiate this unit by emphasizing portfolio review of writings with peer‐edits, or assigning more independent work on research and group projects. Teachers can incorporate multiple cross‐referencing to engender deeper understanding of concepts.

Technology

Teachers will incorporate various elements of technology. Students can conduct Internet research to find articles or streaming videos which delve into issues surrounding gender roles and media‐created stereotypes. Students can discuss issues via online discussion modules. Students should visit, discuss, and interact with sites such as NOW, Ms., and contemporary feminist blog such as Equality Myth. Students may also complete and/or create web quests, create multimedia presentations to provide a platform for students to share findings, present information, and broaden their understandings.


The reading and writing activities in this unit will enhance the college and workplace readiness. Teacher will establish deadlines and rubrics for the activities and major assignments so students will understand the importance of requirements and consequences for not meeting requirements. Close reading will particularly allow for cognitive connections and deeper levels of meaning because of the attention to details. All of this enhances a personal responsibility for one's own education.


Unit Plan 5: Existentialism

Enduring Understandings: Existence is a combination of external influences, internal turmoil, personal reconciliation, and the exercising of free will. Essential Questions: 1. To what extent should an individual be held responsible for his/her own life? 2. What role does hope play in the ability of people to forge and sustain their lives? 3. Are there forces and circumstances beyond an individual's control which shape his/her life? Unit Goals: 1. Apply the concepts of Existential Theory to literary, social, and historical perspectives. 2. Assess authorial intent and point of view. 3. Explain and apply the concepts of existence versus essence, the absurd and bad faith, to all covered pieces. 4. Interpret society through an existentialist's perspective. 5. Apply the concept of existence to personal experience. Recommended Duration: 6 weeks


Content/Themes/Skills Resources and Materials

Suggested Strategies Suggested Assessments

To what extent should an individual be held responsible for their own life?

Students should consider the concepts of “essence" and "existence" in light of their own experiences as well as considering what these concepts philosophically mean to Existentialists. Skills reviewed and enhanced in this unit include, but are not limited to: applications of literary terms, summarizing, paraphrasing, independent research using acceptable school‐based tools, a variety of type of essay structures. Close reading for character study and for thematic reflection Terms to be emphasized include, but are not limited to: internal/external conflict, archetypes, character types and purposes, plot development terms, point of view, tone, diction, and genre

DiYanni, Literature: Reading Fiction, Poetry, and Drama Albert Camus’ The Stranger; Franz Kafka’s Metamorphosis; Hermann Hesse’s Siddhartha; John Paul Sartre’s No Exit Additional short stories and poems as selected by teacher and approved by supervisor

Do now activities including, but not limited to, defining existence and essence for themselves as well as considering whether one's own morality influences existence Independent research on the existentialist movement and associated arts; interconnectedness on a philosophical level; reading journal responses via traditional or online chat/blog From research on existential figures, students will explore the basic elements of existentialism and apply their understanding to course reading materials. Group work and critical thought is highly suggested, along with the use of a graphic organizer such as a Venn diagram. Literature will be explored for figurative elements, literary form elements and existential elements. Students will compose an existential notebook which will allow for study questions, reading responses, creative writings, art and music additions or enhancements. Quizzes for understanding of various literary aspects Cooperative group discussion for definition, clarification, and conceptual understanding; creative projects done online, web‐based, or hard copy Multimedia teacher presentations of connections of the arts in a given time period Guest speakers

Responses to discussion and do now questions Hard copy or online worksheets and graphic organizers Written tests and quizzes Creative projects ‐oral presentations, individual or group

What role does "hope" play in the ability of people to forge and sustain their lives?

Skills reviewed and enhanced in this unit include but are not limited to: literary term application, summarizing, paraphrasing, independent research using acceptable school‐based tools, practicing various written essay structures. Close reading for character study and thematic reflection Terms to be emphasized include, but are not limited to: internal/external conflict, archetypes, character types and purposes, plot development terms, point of view, tone, diction, genre.

A variety of short fiction including, but not limited to: “Happy Endings” Margaret Atwood “The Story of an Hour” Kate Chopin Film: Pleasantville Myth of Sisyphus Albert Camus’ The Stranger; Franz Kafka’s Metamorphosis; Hermann Hesse’s Siddhartha; John Paul Sartre’s No Exit Additional short stories and poems as select by teacher

Students will compose an existential notebook which will allow for study questions, reading responses, creative writings, art and music additions or enhancements. Socratic seminar based on discussion questions of varying thought on selected literary work(s) Quizzes for understanding of various literary aspects Cooperative group discussion for definition clarification, and conceptual understanding creative projects done online, web‐based, or hard copy Multimedia teacher presentations of connections of the arts in a given time period Guest speakers


Are there forces and circumstances beyond the individual's control which shape his/her life?

Skills reviewed and enhanced in this unit include but are not limited to: applications of literary terms, summarizing, paraphrasing, independent research using acceptable school‐based tools, a variety of type of essay structures. Close reading for character study and thematic reflection Terms to be emphasized include, but are not limited to: internal/external conflict, archetypes, character types and purposes, plot development terms, point of view, tone, diction, genre.

Readings of Franz Kafka's short fiction and his longer work, the Metamorphosis Jean Paul‐Sartre’s No Exit Selected non‐fiction readings of Sartre and other Existentialists Hermann Hesse’s Siddhartha Additional short stories and poems as select by teacher.

Students will compose an existential notebook which will allow for study questions, reading responses, creative writings, art and music additions or enhancements. Suggested reflective response pieces: Do you believe your existence matters? Is there such a thing as complete freedom? Where are you most free? Upon reading No Exit, students will explore a medium to express their personal definition of hell. The use of multimedia is encouraged Quizzes for understanding of various literary aspects Cooperative group discussion for definition clarification, and conceptual understanding; creative projects done online, web‐based, or hard copy Multimedia teacher presentations emphasizing the connections of the arts in a given time period Guest speakers




LA.11‐12.RL.11‐12.9 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.



LA.11‐12.RL.11‐12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.



LA.11‐12.RI.11‐12.5 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.

Differentiation

For struggling students: In an effort to increase student understanding, the teacher may limit the number of novels covered in this unit. Teachers may also implement short reflective writings as formative assessments. The use of visuals and graphic organizers should also be used so that information is broken down into segments. Struggling students will benefit from a series of shorter reading assignments rather than being asked to complete one lengthy assignment. Teachers may assign staggered due dates to help struggling students in matters of comprehension and motivation. Cross‐referencing and compare/contrast assignments may aid in helping students make multi‐level connections to the material. Writing opportunities should be supported with accompanying rubrics and models. Student writing folders and portfolios may be developed for each piece of literature or each unit covered. Students should be given regular opportunities to engage in teacher‐student editing as well as in peer editing experiences. For advanced students: In an effort to increase student understanding and appreciation for the themes and works being studied, teachers may offer outside reading suggestions so that advanced students can build upon existentialist‐related interests in terms of philosophers, significant works, or significant events. Teachers may provide additional opportunities for independent research as well as for collaborative projects. Differentiation in this unit may also include opportunities for independent reading and reflective journaling. Students may participate is extended writing portfolio reviews as well as opportunities for teacher‐student editing; peer editing; and independent editing. Students may be given opportunities to express their understandings of existing connections among the works they are studying and fields that are of personal interest to them.

Technology

Students will conduct Internet research, and may discuss issues via online discussion modules. They may complete and/or create web quests and multimedia presentations to provide a platform in which to share findings, present information, and broaden their understandings. Students should be encouraged to work collaboratively on technology‐based presentations and may also be given opportunity to share new arenas that they discover via their research and presentation productions.


The key elements and themes of this unit address the role of the individual in terms of “external influences” and “free will.” This type of higher level thinking can be utilized by the teacher to assist students in contemplating their own lives and how past, present, and future decisions have impact. Students may consider how in life, an individual may choose to change, while in literature, certain characters do not have that choice. Students may consider past decisions and their impact on their current lives as well as how their future decisions, some seemingly insignificant, may impact generations to come. Students may have the opportunity to consider the “self” in terms of pursuing a college career or a future in the workplace and how a perception of contentment or happiness is worthy of consideration. The teacher may review the essential questions for this unit in terms of college and workplace readiness so that students can consider the relevancy of the work they are currently studying in class to their future aspirations.


Unit 6: The Research Paper

Enduring Understandings: Literary form and structure is the architecture that writers use to impart unique messages about life. Essential Questions: How do authors use the resources of language to impact an audience? Unit Goals: At the conclusion of this unit students will be able to: 1. Take effective notes for research. 2. Use web‐based databases. 3. Use online catalogues. 4. Avoid plagiarism. 5. Correctly use all MLA skills. 6. Create an original thesis. 7. Produce a literary‐based research paper. Recommended Duration: 2 weeks (to be incorporated into one of the other units; paper writing to be ongoing through other units as needed.)



In which literary genre did the author express a message about life?

Identify literary genres List the elements that classify a work into a specific genre Take notes on selected work and record the elements of the genre observed within

FRHSD research addendum Short Story anthology or self‐selected story; Poetry anthology or self‐selected poem(s) Media center resources Online catalogues, web‐based databases and other acceptable internet sources Additional short stories/poems as selected by teacher

Lecture and class discussion Multi‐media presentations Supplemental resource materials (study guides, handouts, links to valuable online resources) Research on genres and their representative works

Graded thesis statements Quizzes on terms, procedures, etc. Graded outline Rough draft review MLA citation review, quiz, and evaluation of use in paper Final draft of research paper

What does the author seem to be saying about life in general?

Class discussion of universal themes

Identify specific and workable themes

Create an original thesis regarding one of the identified themes.

FRHSD research addendum Short story anthology or self‐selected story; poetry anthology or self‐selected poem(s) Media Center resources Online catalogues, web‐based databases and other acceptable internet sources Additional short stories/poems as selected by teacher

Lecture and class discussion Thesis statement workshop Supplemental resource materials (study guides, handouts, links to valuable online resources)

Graded thesis statement

How did the author make the main message clear to the reader?

Identify literary techniques used to communicate theme Apply techniques to work and make notes on examples from the work Explain how each example helps to support or communicate an identified theme

FRHSD research addendum Short story anthology or self‐selected story Media center resources Online catalogues, web‐based databases and other acceptable internet sources Additional short stories/poems as selected by teacher and approved by supervisor

Lecture and class discussion Multimedia presentations Supplemental resource materials (study guides, handouts, links to valuable online resources) Literary analysis graphic organizer

Research paper rubric

How do you use a secondary source to support a paragraph?

Use media center catalogue, web‐based databases and online sources to locate potential secondary sources Use note taking skills to record pertinent information found in secondary sources Correctly incorporate secondary source material into paper, using proper MLA format and avoiding plagiarism

FRHSD research addendum OWL at Purdue research paper website Short story anthology or self‐selected story Media center resources Online catalogues, web‐based databases and other acceptable internet sources Additional short stories/poems as selected by teacher and approved by supervisor

Lecture and class discussion Supplemental resource materials (study guides, handouts, links to valuable online resources) Media center review of procedures and time in media center

Research paper rubric



LA.11‐12.RL.11‐12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.



LA.11‐12.RL.11‐12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.



LA.11‐12.RL.11‐12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.



LA.11‐12.RI.11‐12.5 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.



LA.11‐12.W.11‐12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.



LA.11‐12.W.11‐12.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.



LA.11‐12.W.11‐12.1.e Provide a concluding statement or section that follows from and supports the argument presented.



LA.11‐12.W.11‐12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.



LA.11‐12.W.11‐12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.



LA.11‐12.W.11‐12.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.



LA.11‐12.W.11‐12.2.d Use precise language, domain‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.



LA.11‐12.W.11‐12.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.



LA.11‐12.W.11‐12.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).



LA.11‐12.W.11‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



LA.11‐12.W.11‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.



LA.11‐12.W.11‐12.9.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").

Differentiation

For struggling students: Teachers may assist struggling students by modeling each segment of the research paper and by providing class time for practice with each required segment. The staggering of due dates is recommended. Students will benefit from practicing the smaller components of the paper and having that work assessed by the teacher via individual and small group review. Students will further benefit by working on a draft version of their papers before presenting a final polished copy. The teacher may review and assess segments of each student’s draft (i.e., a body paragraph; the introductory paragraph; the Works Cited page) to ensure that format and content expectations are being met. The teacher may further assist students by making modifications to assessment requirements. Teachers are encouraged to use kinesthetic, visual and auditory teaching methods throughout this unit. For advanced students: Advanced students may be given wider berth for literary‐based research topics. Teachers are encouraged to assign a broad topic and encourage students to pursue a specific area within the “umbrella topic.” For example, if the original assignment is to present a research paper on a specific short story, advanced students may approach the story from a perspective that not only interests them, but also offers opportunity for research as well as for critical thinking and writing.

Technology

Students may use technology to research; create; and present elements of their research papers. Students can conduct Internet research, discuss issues via online discussion modules, complete and/or create web quests, multimedia presentations to provide a platform to share findings, present information, and broaden their understandings. Students may also post their findings on class‐related blogs.


Students are to consider how working on their current research assignment is akin to establishing a solid foundation in research basics that is essential to successfully completing future studies on the college and graduate level or in the workplace. The research, reading and writing activities in this unit should enhance college and workplace readiness by emphasizing how timelines, deadlines, and an organized approach towards meeting these requirements can lead to success. By nature of any solid research assignment, students engaging in close reading will be better equipped to develop deeper levels of meaning in written and oral discussions of their research topics. In addition, by working towards specific deadlines and within the constraints of specific expectations and rubrics, students will develop an understanding of assignment requirements, time management, and the rewards or consequences that occur when those specific expectations are either met or missed.

ENGLISH IV CORE PIECES

NOTE: THIS IS A CHART OF CORE PIECES FOR EACH UNIT BY LEVEL. OPTIONAL AND SUGGESTED TITLES ARE LISTED IN EACH UNIT. TEACHERS ARE EXPECTED TO REVIEW THESE AND SUPPLEMENT INSTRUCTION WITH THEM.

UNIT ENGLISH IV ENGLISH IVA ENGLISH IVH

1 Oedipus Hamlet

Oedipus Hamlet

Oedipus Antigone Hamlet

2 Di Yanni Anthology‐Reading Fiction (Core) Di Yanni Anthology‐Reading Fiction (Core) Di Yanni Anthology‐Reading Fiction (Core)

3 Night Night A Doll’s House or A Raisin in the Sun

Night A Doll’s House A Raisin in the Sun

4 One Flew Over the Cuckoo’s Nest One Flew Over the Cuckoo’s Nest Death of a Salesman or The Glass Menagerie

One Flew Over the Cuckoo’s Nest Death of a Salesman The Glass Menagerie

5

Choice of 1 of the following for a core piece: The Stranger Siddhartha Metamorphosis No Exit

Choice of 2 of the following for core pieces: The Stranger Siddhartha Metamorphosis No Exit

The Stranger Siddhartha Metamorphosis No Exit

6

RESEARCH

RESEARCH

RESEARCH

ENGLISH IV, ACADEMIC ENGLISH IV, HONORS ENGLISH IV 4... · ENGLISH IV, ACADEMIC ENGLISH IV, HONORS...

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