COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP ENGLISH LITERATURE AND COMPOSITION

5 CREDITS GRADE LEVEL: 12TH 1 FULL YEAR

PREPARED BY:

MEREDITH GLASER CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

AP English Literature – Grade 12 – Full Year – 5 Credits (Weighted Course, AP Waiver/Acknowledgement form) AP English Literature and Composition engages students in the careful reading and critical analysis of imaginative literature as well as thorough, thoughtful, and sophisticated written responses to novels, short stories, drama, and poetry. Through the close reading of selected texts, students will deepen their understanding of the ways writers use language to provide meaning for their readers. As they read, students will consider a work’s style, structure, themes, social and historical values, as well as the elements of figurative language, imagery, symbolism and tone. In addition, students will be prepared to respond to all aspects of the AP English Literature exam. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course: A. Class Work/Homework - 10% of the grade Class work, including participation, attendance, and preparation for class, is vital to the success of students in AP Literature and Composition.

Accurate and thorough completion of class work and positive classroom participation will be assessed on a regular basis. B. Quizzes - 20% of the grade

Each marking period will have vocabulary quizzes as well as quizzes consisting of literature and poetry-based multiple-choice questions. C. Writing – 50% of the grade These assignments include timed, in-class writing in the style of the AP free-response questions, extended analytical, narrative, and expository writing, and written analytical responses to literature and poetry. D. Cumulative AP Tests – 20% of the grade

Every marking period will have one cumulative AP style exam. The purpose of this exam is to assess the overall level of understanding of content in preparation for the end of year College Board AP English Literature and Composition exam.

E. Final Examination

Final examinations will count as follows: Full-Year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

UNIT 1 UNIT TITLE: AP Boot Camp UNIT LENGTH: Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to list the elements of style. -Students will be able to identify elements of style in a text. -Students will be able to analyze elements of style for meaning. -Students will be able to interpret text in light of stylistic analysis. NJSLS: RL: 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL: 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the

What foundational skills and information do I need in order to begin to analyze texts in an intellectually advanced manner?

Journal Writing Silent Reading Reading Aloud Group Assignments Class/Group Discussions Individual assignments Writing Analyses: a) Apply elements of style to "Morning Song" b) Apply elements of style to "Old Mr. Marblehead" c) Apply theme from a chapter of How to Read Literature to an outside text d) Apply theme from a different chapter of How to Read Literature to an outside text e) Pair 3 poems with three of the paintings, explaining the relationships. To be presented to class. (5 days) Research Writing: Students write a research paper and create a presentation on various literary periods (4 days)

Select Words from Text Required Texts: How to Read Literature

Like a Professor Thomas Foster

“The Story of an Hour”

Kate Chopin

"Morning Song" Sylvia Plath

“Delight in Disorder”

Robert Herrick

“Popular Mechanics” Raymond Carver

“Porphyria’s Lover”

Robert Browning

"Old Mr. Marblehall" Eudora Welty

“The Lottery”

Shirley Jackson

Princeton Review--Cracking the AP English Literature & Composition

Exam Chapter 1: Orientation

Doug McMullen

text. RL: 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL: 11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL: 11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL: 11-12.6 Analyze a case in which grasping a point of view requires

Narrative Writing: Write college admissions essay (2 days)

Additional Texts/Materials:

Poetry –

"Shall I Compare Thee to a Summer's Day"

"Ode on a Solitude" William Shakespeare

"Grief"

Alexander Pope

"Bogland" Seamus Heaney

"Thirteen Ways of

Looking at a Blackbird" Wallace Stevens

"In a Station of the Metro"

Ezra Pound

"Pied Beauty" Gerard Manley Hopkins

“The Negro Speaks of

Rivers” Langston Hughes

"The Wind begun to knead the Grass"

Emily Dickenson

"The Red Wheelbarrow" William Carlos Williams

“Stopping by Woods on a

Snowy Evening” Robert Frost

“The Old Man’s Comforts

distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL: 11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI: 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI: 11-12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI: 11-12.4 Determine the meaning of words and phrases as they are used in

and How He Gained Them”

Robert Southey

“Father William” Lewis Carroll

“We Real Cool”

Gwendolyn Brooks

“Invictus” William Ernest Henley

“Song of Myself”

Walt Whitman

“Evening Hawk” Robert Penn Warren

“Delight in Disorder”

Robert Herrick

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 Robert FrostFederalist No. 10). 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. RI: 11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11-12.8. Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential

addresses). RI.11-12.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI: 11-12.10 By the end of grade 12 read and comprehend literary nonfiction at grade level text-complexity or above. W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W: 11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences. W: 11-12.4 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.) W: 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. 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. 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. W: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. S/L: 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. S/L: 11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 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.

S/L: 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11-12.4 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. L: 11-12.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word meanings. L: 11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 2 UNIT TITLE: Hamlet and His Derivatives UNIT LENGTH:

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to interpret religious attitudes through character portrayal. -Students will be able to infer subtext of Hamlet. -Students will be able to recognize and relate the effect of an altered perspective. -Students will be able to evaluate and defend use and reasons for allusion. Standards: RL: 11-12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL: 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

What about Hamlet makes it so universally alluded to?

Journal Writing Silent Reading Reading Aloud Group Assignments Class/Group Discussions Individual assignments Writing Analyses: a) 5 page paper on the theme of appearance vs. reality in Hamlet b) Read the critical article "Two Sides of the Same Coin, or the Same Side of Two Coins," and write a paper in which you 1) explain what the article is asserting (2 pages) and 2) with what you disagree and why, supporting your opinion with textual evidence both from the play and the article (2-3 pages). c) According to Machiavelli, who would make the better leader: Claudius or Hamlet? According to "The Homily"? d) In a 3-4 page paper, respond to ONE of the following prompts:

1. The philosopher Francis Herbert Bradley stated,

Select Words from Text Required Texts: Hamlet

William Shakespeare

Rosencrantz and Guildenstern are Dead

Tom Stoppard

"The Love Song of J. Alfred Prufrock"

T.S. Eliot

The Prince Niccollo Machiavelli

Additional

Texts/Materials: Excerpt from "The Homily

on Disobedience and Rebellion"

"Two Sides of the Same

Coin, or the Same Side of Two Coins"

Manfred Draupt

"Make it New: The Rise of Modernism"

Ransom Center

RL: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. RL: 11-12.4 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL: 11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL: 11-12.6 Analyze a case in which grasping 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).

quoted by T.S. Eliot, that "No experience can lie open to inspection from outside." Explain this quote in terms of "The Love Song of J. Alfred Prufrock."

2. Humorist Garrison Keillor accused Eliot's character Prufrock of "killing off the pleasure of poetry." Others argue that the poem is actually funny if it is read carefully. Write an essay in which you defend, challenge, or qualify Keillor's statement.

3. Write an essay in which you compare and contrast Prufrock to Hamlet. (Emphasize a particular similarity and/or difference.) (5 days) Research Writing: Research existentialism and theatre of the absurd. (4 days) Narrative Writing: Role playing: explain what is occurring from the point of view of secondary and tertiary characters. (1 day)

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. (e.g., Shakespeare and other authors.) 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. RI: 11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11-12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11-12.3 Analyze a complex set of ideas or

sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 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). 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. RI: 11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI: 11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem. RI: 11-12.10 By the end of grade 12, read and comprehend literary nonfiction at grade level text-complexity or above. W: 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W: 11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W: 11-12.4 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.) W: 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. 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. 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. W: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the

task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. S/L: 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally)

evaluating the credibility and accuracy of each source. S/L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. S/L: 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. S/L: 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. S/L: 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or

appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11-12.4 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. L: 11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11-12.6 Acquire and use accurately general academic and domain-

specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 3 UNIT TITLE: Home and Family UNIT LENGTH:

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to analyze a novel for effect of structure. -Students will be able to create a text in the style of a specific author. -Students will be able to compare and contrast two texts with the same subject. -Students will be able to infer narrator reliability in a text. Standards: RL: 11-12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL: 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL: 11-12.3 Analyze the

How and why do familial relationships differ from societal relationships?

Journal Writing Silent Reading Reading Aloud Group Assignments Class/Group Discussions Individual assignments Writing Analyses: a) Great Expectations paper will be a minimum of 5 pages long; choose a scene from the book and explain how the scene relates to an aspect of the book as a whole. b) Analyze "Popular Mechanics" in terms of elements of style c) Compare and contrast the treatment of the theme of family in Life Among the Savages to another text in this unit. d) "The Pomegranate" and "The Bistro Styx" both make allusions to the myth of Persephone. Write an essay in which you compare and contrast the mother-daughter relationship in each poem, analyzing how Boland and Dove use or interpret this myth to convey these relationships. (5 days)

Select words from text Required Texts: Princeton Review:

Cracking the AP English Literature and

Composition Exam Doug McMullen

Great Expectations

Charles Dickens

"Babylon Revisited" F. Scott Fitzgerald

Life Among the Savages

Shirley Jackson

"Rite of Passage" Sharon Olds

"We Are Seven"

William Wordsworth

"Mother to Son" Langston Hughes

"The Pomegranate"

Eavan Boland

"The Bistro Styx" Rita Dove

"A Story"

Li-Young Lee

Additional Texts/Materials:

impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL: 11-12.4 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL: 11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL: 11-12.6 Analyze a case in which grasping 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). RL: 11-12.10

Research Writing: Webquest on Dickens and Victorian England (3 days) Narrative Writing: Write about your own family in the style of Shirley Jackson. (1 day)

Fences August Wilson

"Sonny's Blues" James Baldwin

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI: 11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 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). 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. RI: 11-12.10 By the end of grade 12, read and comprehend literary nonfiction at grade level text-complexity or above. W: 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W: 11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W: 11-12.4 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.) W: 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. 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. 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. W: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. S/L: 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11-12.2 Integrate multiple sources of information presented in diverse media or formats

(e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 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. S/L: 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11-12.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11-12.4 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. L: 11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 5 UNIT TITLE: Willful Women UNIT LENGTH:

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to analyze a text according to various types of critical theory. -Students will be able to analyze a poem for tone, using other stylistic elements -Students will be able to research historical events that inform meaning in a text -Students will be able to evaluate character actions in terms of motivation. Standards: RL: 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL: 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the

How are women's changing roles in society and the attendant causes of that change reflected in texts created in different time periods?

Journal Writing Silent Reading Reading Aloud Group Assignments Class/Group Discussions Individual assignments Writing Analyses: a) Write an analysis of The Handmaid's Tale utilizing one of the following types of critical theory: Feminist, Marxist, Post-colonial, Psychological, or Archetypal. b) Analyze "The Story of an Hour" in terms of the elements of style. c) Compare and contrast two of the shorter poems addressing the speaker's relationship between gender and society d) Using textual evidence, explain the poet's tone in "Goblin Market" (5 days) Research Writing: Research women's roles and issues from ancient Greece, the Victorian era, early 1900s, 1950's to 1960s, 1970s to present (3 days)

Select words from text Required Texts: The Handmaid's Tale

Margaret Atwood

Antigone Sophocles

Excerpt from The

Feminine Mystique Betty Friedan

"Her Kind"

Anne Sexton

"Sonnet: The Ladies Home Journal"

Sandra Gilbert

"Homage to My Hips" Lucille Clifton

"Goblin Market" Christina Rossetti

"Siren Song"

Margaret Atwood

Additional Texts/Materials: The Doll's House

Henrik Ibsen

"The Yellow Wallpaper" Charlotte Gilman

Excerpt from The Wives of

text. RL: 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL: 11-12.4 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL: 11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL: 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,

Narrative Writing: Write a contemporary version of Lysistrata (1 day)

England Sarah Stickney Ellis

"A Good Man is Hard to

Find" Flannery O'Connor

or understatement). RL: 11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI: 11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11-12.2 Determine two or more central ideas of a text, and analyzes their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 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. RI: 11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI: 11-12.10 By the end of grade 12 read and comprehend literary nonfiction at grade level text-complexity or above. W: 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W: 11-12.3 Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-structured event sequences. W: 11-12.4 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.) W: 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. 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. 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. W: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 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. S/L: 11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 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. S/L: 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

L: 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11-12.4 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. L: 11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 4 UNIT TITLE: The Outsider UNIT LENGTH:

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to compare and contrast texts with similar themes. -Students will be able to defend characters’ culpability. -Students will be able to interpret a text in terms of symbolism. -Students will be able to correlate two seemingly dissimilar texts. Standards: RL: 11-12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL: 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

What makes a person an outsider by society?

Journal Writing Silent Reading Reading Aloud Group Assignments Class/Group Discussions Individual assignments Writing Analyses: a) Explain how Kuper's pictures from the graphic novel inform Kafka's text b) Draw parallels between Frankenstein and Paradise Lost, noting the implications of the similarities of the texts. c) The opening scene of a text often introduces some of the major themes of the work. Write an essay about the opening scene of The Metamorphosis in which you explain how it functions in this way. d) Relate the theme of power to Frankenstein and the four poems. (5 days) Research Writing: Research presentations on: Mary Shelley, Romanticism, Percy Shelley, Electricity and

Select words from text Required Texts: Things Fall Apart Chinua Achebe

Heart of Darkness

Joseph Conrad

"An Image of Africa" Chinua Achebe

The Metamorphosis

Franz Kafka

The Metamorphosis Kafka/Peter Kuper

Letters From Kafka Franz Kafka

"Two Ways to Belong in

America" Bharati Mukherjee

""Immigrants"

Pat Mora

"In Response to Executive Order 9066" Dwight Okita

"A Dream Deferred"

Langston Hughes

Additional

RL: 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL: 11-12.4 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL: 11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL: 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,

Galvanism, Gothicism, Sublime nature, "The Rime of the Ancient Mariner" (3 days) Narrative Writing: Each character in the trial of Dr. Frankenstein explains why he or she believes Frankenstein is guilty or innocent. (1 day)

Texts/Materials: The Bluest Eye Toni Morrison

"The Rime of the Ancient

Mariner" Samuel Taylor Coleridge

Othello

William Shakespeare

Frankenstein Mary Shelley

Excerpts from Paradise

Lost John Milton

The Promethean Myth

Edith Hamilton

or understatement). RL: 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g., Shakespeare and other authors.) RL: 11-12.9 Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics. RL: 11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI: 11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as

inferentially, including determining where the text leaves matters uncertain. RI: 11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 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). RI: 11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. W: 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11-12.2 Write informative/ explanatory texts to examine and

convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W: 11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W: 11-12.4 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.) W: 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. 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. 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. W: 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. S/L: 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. S/L: 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. S/L: 11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.) L: 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11-12.4 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. L: 11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Modifications/Strategies for Student Populations: MS/HS ELA & SS

*Interdisciplinary **21st Century Themes and Skills

21st Century Themes & Skills**

 

Special Education/Gifted

ELL  

At Risk of School Failure

Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication

1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized

Special Education 1. Providing Notes/Modified

Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration

1. Word to Word Dictionaries

2. Bilingual Dictionaries

3. Total Physical Response

4. Native/Non-Native Speaker Groupings

5. Providing Notes/Modified Notes

a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

8. Audio Books 9. Enhanced Digital

Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital

Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking

Assignments Pads 18. Conferencing

a. Student

1. Pre and Post SGO Assessments

2. Study Island

Versions of Text

b. Narratives c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. IPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School

(HS Only)

e. CST 17. Tutoring/Extra Help

Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts (Higher

Lexile Levels)* 4. Virtual High School (HS

Only)

15. Realia 16. Graphic Organizers 17. Study Guides 18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent c. Guidance d. Administrati

on e. CST

21. Tutoring/Extra Help

b. Parent c. Guidance d. Administration e. CST

19. Tutoring/Extra Help