ashland blazer core academic standards …...ashland blazer core academic standards curriculum map...

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Paul Blazer HS-2012

Ashland Blazer Core Academic Standards Curriculum Map

British Literature CCR English 4 – Grade 12

Overview: The Anglo-Saxon & Medieval Periods

First 9 Weeks: Exploring the beginnings of English literature, the culture of the Anglo Saxons - including the oral tradition and the heroic ideal - are presented in the context of a developing national identity.

The literature of the Renaissance period illustrates the presence of social hierarchies and the integration of multiple cultures within a developing nation as well as the renewed interest in classical learning of the Greeks and Romans. The invention of the printing press opened the gates of knowledge to people of varied social standing by permitting direct access to information, allowing them to ponder their place in the world and the world around them. This time period was marked by an explosion of an interest in arts, science, and the humanities.

Explore how a concept such as symmetry or divine proportion is expressed both in literature and in art. Discuss Renaissance conceptions of beauty and their literary manifestations. Explore how Renaissance writers took interest in human life and the individual person. Explore the playful, satirical, irreverent aspects of Renaissance literature—in particular, the writing of Rabelais, Boccaccio, and Shakespeare. Consider how literary forms and devices reflect the author’s philosophical, aesthetic, or religious views.

Essential Question(s):

What were the influences that shaped Anglo-Saxon culture?

How are Anglo‐Saxon and early Roman Catholic beliefs and social structures reflected in Beowulf and/or other foundational literary texts?

How is “hero” defined now?

How did foreign invasions by Germanic tribes and Normans affect early British culture and history?

What have been the lasting effects of Anglo-Saxon culture and language?

How did Christianity shape medieval life?

How does medieval literature suggest a preoccupation with both divine and earthly existence?

What makes a hero and how does chivalry help define it?

What characteristics define “good”, “evil”, “hero”, and “villain”?

What impact did social and economic changes have on society?

How did Middle English evolve into Early Modern English?

How is The Canterbury Tales by Geoffrey Chaucer both a satire and microcosm of medieval English society?

Learning Targets (“I Can” Statements) I CAN…

use strong textual evidence to support an analysis.

use strong textual evidence to understand explicit and inferred meanings of a text.

understand the author’s choices and their impact on the reader.

find evidence/quotes/passages from the text to support my ideas.

understand how an author uses literary elements to develop a story.

understand how the structure of specific parts of a text contributes to the overall

break down the main points in complex topics and texts.

write arguments to support these claims using solid reasoning.

write arguments using relevant and sufficient evidence.

introduce precise claim(s).

establish the significance of the claim(s).

distinguish the claim(s) from alternating or opposing claim(s).

create an organization that logically sequences claim(s), counterclaims, reasons, and evidence

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Paul Blazer HS-2012

structure and meaning of the text.

understand an author’s point of view or purpose.

understand how the author’s use of rhetoric affects author’s purpose.

understand how the author’s style contributes to the overall theme, tone, and purpose.

analyze different interpretations of a story, drama, or poem.

evaluate how each version interprets the source of the text.

identify central ideas of the text.

identify specific details that support the development of central ideas.

define complex analysis.

analyze how two or more central ideas of a text interact.

identify how two or more central ideas of a text build on one another.

interpret how the text supports key ideas with specific details.

write an objective summary including two or more central ideas and how they build on one another.

use a context as a clue to the meaning of a words or a phrase in a sentence

write arguments using relevant and sufficient evidence.

use word, phrases, and clauses to link the major sections of text.

vary the syntax to link the major sections of text.

use words, phrases, and clauses to create cohesion between claims and reasons, between reasons and evidence, and between claim(s) and counterclaims.

use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claim(s) and counterclaims.

establish and maintain a formal style and tone while attending to the conventions of the discipline in which I am writing.

provide a concluding statement that follows from and supports the argument.

present information with supporting evidence to convey a clear perspective.

organize my presentation, present opposing perspectives, and develop the contents and style so it’s appropriate to my main purpose and audience.

Reading Focus Writing Focus Language Listening/Speaking

The Epic – Sonnet Form – Shakespeare Tragedy – Metaphysical Poetry W.11-12.4. On Demand W.11-12.2. Personality Profile (Observation & Description) Application Essay (Personal & Reflective) W.11-12.1. Character Sketch/Analysis Comparison Essay Opinion Paragraph

L.11-12.4. Word Origins Words w/multiple meanings Compound & Complex Sentences L.11-12.1. Editing, Proofreading L.11-12.3. Context Clues Subject-Verb Agreement Analogies

SL.11-12.1. Group Discussions (small & whole class) One-to-one Impromptu Speaking (debate) SL.11-12.5 Dramatic Interpretation Interviewing

Informational Literature

RI.11-12.5. from A History of the English Church and People (historical) A Collaboration Across 1,200 Years (review) from The Life and Times of Chaucer Banquo's Murder from Holinshed's Chronicles

A-S / Medieval RL.11-12.5. from Beowulf from the Exeter Book, The Seafarer, The Wanderer, The Wife's Lament RL.11-12.6. Chaucer - from The Canterbury Tales The Prologue, from The Pardoner's Tale, The Wife of Bath's Tale Ballads: Barbara Allan, Sir Patrick Spens, Get Up and Bar the Door from Sir Gawain and the Green Knight RL.11-12.7. Sir Thomas Malory - from Le Morte d'Arthur Caxton - from Preface to the First Edition of Le Morte d'Arthur

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FOCUS STANDARDS

READING: LITERATURE RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (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.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) READING: INFORMATION RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

WRITING: W.11-12.1(a-e) 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. 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. 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. 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. 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. e. Provide a concluding statement or section that follows from and supports the argument presented.

LANGUAGE: L.11-12-3a L.11-12.3a. 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. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to

a. the study of complex texts when reading.

SPEAKING & LISTENING: SL.11-12.4 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.

ASSESSMENTS

FORMATIVE: (suggested) Informal Daily Assessment Activities, Quiz Writes, Interview with teacher Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic Organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion;

SUMMATIVE: (suggested) Written exam—multiple choice, open response, True/False, Matching, Short answer, Fill in the blank, extended written response tests and quizzes; Presentations (oral/graphic); Constructed Responses, Paraphrases; Summaries;

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Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It; Reflections (daily/wkly);

Proscribed writing: article, analysis, paragraph;

RESOURCES

VISUAL: ClassZone; Net Activities; Transparencies; Power Point Lectures; selections deemed appropriate by teacher (i.e.- MLA Handbook for Writers of Research Papers, etc) ; Thesaurus, Films: "The Pardoner's Tale" [from The Canterbury Tales on Literature in Performance: A Video Companion to The Language of Literature]; Excerpt Handouts

AUDITORY: Audio library; Dramatic Reading; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet;

KINESTHETIC: Illuminating Literature(drawing); Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary; Koosh Toss,

INSTRUCTIONAL TERMINOLOGY

kenning, stock epithet, scop, predict, visualize, connect, question, clarify, evaluate, epic, epic hero, pilgrimage, alliteration, essay, syntax, nuances, figurative language, denotation, connotation, allegory, anonymity, caesura, farce, foil, frame narrative, hyperbole, icon, morality plays, fabliaux, symbol, paraphrasing, summarizing, recognize, describe, critique, develop, analyze, hypothesize, defend, compare, assess, distinguish, formulate, compile, produce, compose, interpret, classify, infer, judge, understand, differentiate, metaphysical poetry, allusion, fate, freewill, idyll, ode, satire, sonnet, symmetry, rhythm, speculating, characterization, simile, metaphor, caesura, sources (primary and secondary), tone, ironic, antonyms, annotation, MLA format,

INTERVENTIONS

Struggling Learners: See 504 Plans/IEPs “Say Something” Comprehension Strategy * “Word Storming” & “Getting the Gist”*

*reference - http://www.literacywithoutlimits.org/ LD Online - http://www.ldonline.org/educators

Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study)

KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html

http://www.literacywithoutlimits.org/

http://www.ldonline.org/educators

http://www.kidsource.com/kidsource/pages/ed.gifted.html

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Overview: The English Renaissance / The Restoration and Enlightenment

Second 9 Weeks: Writers move to conservatism, reason, and satire, eventually focusing on nature and simplicity. Journalism makes its entrance as a valid profession.

Essential Question(s): Was William Shakespeare a product or contributor to the Renaissance? What does Macbeth teach us about human nature? How is the rise of Humanism reflective of the changing society of the Renaissance? What is a sonnet and why are they still relevant today?

How is satire an effective means for social change? What are the basic cultural ideals for the Restoration period and the Enlightenment period? How does the music, art, and literature of a literary period reflect and reveal the beliefs/assumptions about the cultural ideals of the period? How does my writing and reading reflect my own beliefs/assumption about the cultural ideals?

How does a researcher develop a thesis? How do researchers find quality source material and document it properly? How do researchers organize their ideas and information effectively? How do researchers differentiate their ideas from the ideas of others?


cite through evidence to support analysis of what the text says. I can draw inferences from the text where matters are left uncertain.I can cite strong evidence to support my inferences.

identify complex set of ideas. I can identify complex sequences of events. I can analyze a complex set of ideas. I can analyze complex sequence of events. I can explain explain how specific individual , ideas, events interact and develop throughout a text

explain the main ideas in founding British and world documents.

explain the reasons for and uses of these documents.

sum up the specific format of the writing in these historical documents.

while reading, make note of significant information/ quotes/passages presented.

select the information/ quote/passage that supports my claim.

make guesses about the text and support my reasoning.

describe the intended audience, background/circumstance, and goal for communication

identify the characteristics of professional and everyday speech

describe professional and everyday situations for communication

consider and identify what an audience needs, including their understandings and misunderstandings

tell the difference between professional and everyday speech

recognize the impact of words with multiple meanings.

recognize the power of fresh, engaging, and beautiful language on meaning and tone. I can look at and break down a situation to decide if it requires professional or everyday language

change speech for different circumstances and tasks when speaking

use standard English

change my language from professional to everyday when necessary

identify appropriate research topics and find multiple sources

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understand the author’s choices and their impact on the reader.

find evidence/quotes/passages from the text to support my ideas.

use the plot diagram to show the major events of the text.

find the details an author provides and draw conclusions about the characters.

find the details the author provides and draw conclusions about the setting

explain why the author wrote the text and identify the central message of the text.

identify literary elements (setting, characterization, plot, tone/mood, etc.) and determine how they work together to create the central idea and author’s purpose.

understand an author’s point of view or purpose.

understand how the author’s use of rhetoric affects author’s purpose.

understand how the author’s style contributes to the overall theme, tone, and purpose.

understand how the structure of specific parts of a text contributes to the overall structure and meaning of the text.

understand unfamiliar words and phrases using context clues.

understand figurative language using context clues.

understand connotative meaning using context clues.

analyze specific word choice and its impact on meaning and tone.

access print and electronic research materials

narrow or broaden my research when appropriate.

evaluate the credibility of sources

create and revise research questions

bring together a lot of information from many sources.

follow a process and engage in research over a period of time in order to answer a question.

conduct short research to solve a problem

recognize strengths and weaknesses of a source based on the task, purpose, and audience.

define plagiarism.

recognize authoritative sources.

cite in standard formats ( MLA).

evaluate sources by assessing strengths and weaknesses in terms of task, purpose, and audience.

include information into text to maintain flow of ideas, avoid plagiarism, and overuse on any one source.

gather relevant information from multiple reliable print and digital sources.

perform advanced searches effectively.


Sonnet – Shakespeare Tragedy - Metaphysical Poetry Nonfiction in the 18

th Century – Satire

W.11-12.8.; W.11-12.9. Research Paper W.11-12.7. A Proposal W.11-12.2. Satire (persuasion) Epigram W.11-12.5. Problem-solving Essay

L.11-12.1.; L.11-12.4 Adjectives & Adj. Phrases Word Roots & Origins Denotation/ Connotation Pronoun-Antecedent Agreement Verb Tenses Transition Words Prepositional Phrases

SL.11-12.5. TV Style News Report/ Tape Recording Read Aloud Choral Reading

Dramatic Interpretation

SL.11-12.6 Impromptu Speaking (debate) Interviewing SL.11-12.1. Appreciative Listening


RI.11-12.3. Cavendish -Female Orations (debate) from The Diary of Samuel Pepys Boswell - from The Life of Samuel Johnson (biography) RI.11-12.6. Defoe - from An Academy for Women(essay) Donne- from Meditation 17 Wollestonecraft – from A Vindication of the Rights of Women

RL.11-12.3. Elizabeth I - On Monsieur's Departure Marlowe - The Passionate Shepherd to His Love Raleigh - The Nymph's Reply to the Shepherd RL.11-12.2. Spenser - Sonnet 30 and Sonnet 75 Shakespeare - Sonnet 29, Sonnet 116 Sonnet 130 Petrarch - Sonnet 169 and Sonnet 292 RL.11-12.3. Shakespeare - The Tragedy of Macbeth Thurber - The Macbeth Murder Mystery KJV Bible - from Ecclesiastes, Chapter 3, Psalm

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23, Parable of the Prodigal Son RL.11-12.1. Bacon - Of Marriage and Single Life RL.11-12.6. Swift - from Gulliver’s Travels, A Modest Proposal Johnson - from The Rambler, from The Idler, Donne - A Valediction: Forbidding Mourning, Holy Sonnet 10 from Meditation 17 Herrick -To the Virgins, to Make Much of Time Marvell -To His Coy Mistress Lovelace -To Lucasta, Going to the Wars Bunyan - The Pilgrim’s Progress Milton -How Soon Hath Time; When I Consider How My Light Is Spent; from Paradise Lost Cavendish - Female Orations Pope – Essay on Man; Epigrams from "An Essay on Criticism

FOCUS STANDARDS

READING: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (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 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 distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). READING: Informational 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.11-12.6. 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. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in British and world texts) and the premises, purposes, and arguments in works of public advocacy.

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RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational British and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

WRITING: W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.

LANGUAGE: L.11-12.4(a-d): 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.

SPEAKING & LISTENING: 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. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. 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.

ASSESSMENTS

FORMATIVE: (suggested)

Informal Daily Assessment Activities, Quiz Writes, Interview with teacher

Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic Organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion; Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It; Reflections (daily/wkly);

SUMMATIVE: (suggested)

Written exam—multiple choice, open response, True/False, Matching, Short answer, Fill in the blank, extended written response tests and quizzes; Presentations (oral/graphic); Constructed Responses, Paraphrases; Summaries; Proscribed writing: article, analysis, paragraph;

RESOURCES

VISUAL: ClassZone, Transparencies; Power Point; video; Net activities; First Five PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text; selections deemed appropriate by teacher (i.e.- MLA Handbook for Writers of Research Papers, etc) ; Thesaurus, Excerpt Handouts

AUDITORY: Audio library; Dramatic Reading; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet;

KINESTHETIC: Dramatic Interpretation, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary; Koosh Toss


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comedy, tragedy, humor, antagonist, tragic hero, comic relief, predict, visualize, monitor, question, clarify, connect, foreshadowing, TPCASTT, sonnet, soliloquies, asides, theme, blank verse, dramatic irony, analogy, plot, paraphrasing, rhyme, characterization, figurative language, cause-effect, predicting, diction, evaluating, personification, dialogue, foil, inference, audience, catastrophe, conflict, sources, MLA format, cite, citation, plagiarism, research, thesis, draft, reflect, edit, synthesize , repetition, metaphor, parable, essay, opinions, aphorism, persuasive, paradox, metaphysical poetry, imagery, comparisons, simile, epitaph, hyperbole, tone, allusion, octave, sestet, diction, synonyms, argumentation, chronology, objective, parallelism, requiem, couplet, iambic pentameter, heroic couplet, fable, essay, letter, diary, biography, satire(Horatian and Juvenalian), fantasy,

INTERVENTIONS








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Overview: Romanticism and The Victorian Age

Third 9 Weeks: The age of Romanticism was a breakthrough for radical imagination and excessive human emotion that was only touched on during the Enlightenment. Both poets and artists alike displayed their adoration for nature, self-expression, and Divine presence in a secure country. Students will be viewing artwork in relation to each piece that is read in the unit, titled in the book, “The Flowering of Romanticism: 1798-1832”; poetry and prose can be viewed so differently if they are coupled with artwork. Students will also have the opportunity to read aloud their favorite poems and interpret the ways that the writers wanted them to be read. Such writers include Blake, Wordsworth, Coleridge, Shelley, and Keats. These authors and artists provide the calm before the storm of the 18th century Victorians.

Exploring the great political, economic, and social changes taking place in England and Western Europe during this time period. Writers responded to the French Revolution as well as the Industrial Revolution by examining the significance of the individual, the imagination and the importance of nature as influences that shaped human society. The exploitation of children through labor and the harsh living conditions of the working class prompted writers to question the progress made during this time. The Victorian Age focuses on growth, prosperity, and progress in England and Western Europe. The confidence in progress of the Victorians led writers to question whether all progress and change is good and whether traditional values should be accepted uncritically or examined more closely.


How does the music, art, and literature of a literary period reflect and reveal the beliefs/assumptions about the cultural ideals of the period?

What are the basic cultural ideals for the Romantic period?

How did Romanticism influence the arts?

How do the relationships between the Romantic poets contribute to the era’s writings?

How did the Romantic Ideal stand with regard to technology and the Industrial Revolution?

How did the Age of Revolution and spread of Romanticism affect literature?

How did the rise of Industrialism influence literature?

How was writing used as a form for public protest?

How does an individual's writing and reading choices reflect implicit beliefs/assumption about the cultural ideals?

What characteristics make up a Victorian hero?

How did peace and prosperity affect the literature of the age?

How did the examination of traditional values manifest in the writings of the Victorian age?

How did Victorian reserve impact use of language?

How did the spread of reform and imperialism influence literature?

How did psychology, Realism, and Naturalism impact literature?

How did the influx of women writers affect the development of literature?

What was the impact on the English language resulting from the spread of the British Empire?

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define words and use context clues to make inferences about the meanings of words and phrases.

determine the symbolic meanings, emotional connections, and dictionary definitions of words and phrases.

explain the author’s choices and rhetorical purposes for using specific words/phrases to develop meaning

analyze the audience’s knowledge level, concerns, values, and possible biases of the topic.

evaluate strengths, weaknesses and appropriateness of claims/arguments and counterclaims/counterarguments.

link major sections of the text using words, phrases, clauses, and varied syntax.

analyze the reason for writing a piece to determine task, purpose, and audience.

determine suitable idea development strategies organization style appropriate to task, purpose, and audience

identify and understand why and how digital media is used

cleverly use digital media in presentations to help people understand and make it more interesting for the audience

identify and cite different types of textual evidence (quotes, important passages, headers, titles, charts/graphs, pictures, etc.)

describe the historical context of (18th, 19th, or 20th) century

identify foundational works of (18th, 19th, or 20th) century

determine the theme or themes of foundational American Literature

compare/ contrast similar themes from two or more texts from the (18th, 19th, or early 20th) century

select precise language and discipline specific vocabulary to foster the complexity of the text.

recognize figurative/rhetorical devices that enhance the piece.

determine an appropriate formal style and unbiased tone for a conclusion that follows from and supports the information or explanation presented.

participate in a variety of discussions by listening and sharing learned information and prior knowledge

lead discussions about grade-appropriate topics

work with others to create rule for successful and decision-making

follow rules for discussions

ask and answer questions to explore thought processes and evidence

talk with others to resolve disagreements

change word arrangement/sentence structure for effect when writing using references when needed

apply what I know about word arrangement/sentence structure to the study of difficult texts when reading


Romanticism – Form and Meaning in Poetry The Growth and Development of Fiction

On Demand W.11-12.1. Literary Analysis Modern Haiku Romantic Character Weekly Opinion W.11-12.2. Travel Brochure Imaginary Dialogue W.11-12.7. Points of Comparison Critical Review W.11-12.2.

Clause and Phrase Adjective Clauses Noun Clauses Word Origins & Roots Conjunctions L.11-12.4. Complex Sentences Homonyms/Homop-hones/ Homographs Poetic Devices Idioms Analogies

SL.11-12.1. Panel Discussion Choral Reading SL.11-12.5. Interviewing Rebuttal Speech Reading for Rhythm


RI.11-12.2. Shelley -from A Defense of Poetry (essay) Poetry's transforming powers Hopkins - from Journal Images of the natural world Forster - from Virginia Woolf

RL.11-12.7.; RL.11-12.9. Blake - from Songs of Innocence "The Lamb", "The Little Boy Lost" "The Little Boy Found", from Songs of Experience, "The Tyger", "The Fly" "The Sick Rose" Haiku (Basho and Issa) Wordsworth - "Lines Composed a Few, Miles Above Tintern Abbey"

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RI.11-12.4. Bronte - A Warning Against Passion RI.11-12.1. Selected Articles

"Composed upon Westminster Bridge, September 3, 1802" "The World Is Too Much with Us" "It Is a Beauteous Evening" "I Wandered Lonely as a Cloud" from the Grasmere Journals RL.11-12.3. Byron -She Walks in Beauty When We Two Parted from Childe Harold's Pilgrimage Love's passions, Ocean's power Shelley-Ozymandias, Ode to the West Wind, To a Skylark Keats - Ode on a Grecian Urn To Autumn, When I Have Fears That I May Cease to Be, Bright Star, Would I Were Steadfast As Thou Art Tennyson -The Lady of Shalott Ulysses from In Memoriam Crossing the Bar Browning - My Last Duchess Porphyria's Lover Browning -Sonnet 43 Gaskell -Christmas Storms and Sunshine Coleridge -The King Is Dead, Long Live the King RL.11-12.6. Hardy - The Man He Killed Ah, Are You Digging My Grave? The Convergence of the Twain Houseman - When I Was One-and-Twenty; To an Athlete Dying Young

Analytical Essay W.11-12.4. Autobiographical Incident A Letter In Response

FOCUS STANDARDS

READING: Literature

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.11-12.6. 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).

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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. (Include at least one play by Shakespeare and one play by an American dramatist.) 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. READING: Informational 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(a-f): Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 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). 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).

WRITING: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. 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. 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. 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. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. 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. 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. 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. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 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. 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). W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.

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LANGUAGE: 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. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or

determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations

SPEAKING & LISTENING: SL.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. 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. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;

clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and

determine what additional information or research is required to deepen the investigation or complete the task. 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.

ASSESSMENTS

FORMATIVE: (suggested) Informal Daily Assessment Activities, Quiz Writes, Interview with teacher Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic Organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion; Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It; Reflections (daily/wkly);

SUMMATIVE: (suggested) Written exam—multiple choice, open response, True/False, Matching, Short answer, Fill in the blank, extended written response tests and quizzes; Presentations (oral/graphic); Constructed Responses, Paraphrases; Summaries; Proscribed writing: article, analysis, paragraph

RESOURCES

VISUAL: Transparencies; Power Point; video; Net activities; First Five PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text; Excerpt Handouts

AUDITORY: Audio library; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet;

KINESTHETIC: Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary; Koosh Toss


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imagery, symbol, mood, rhythm, rhyme, alliteration, consonance, assonance, symbol, haiku, simile, onomatopoeia, rhyme, literary ballad, form, apostrophe, meter , foot, iambic pentameter, Dialogue

INTERVENTIONS








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Overview: Modernism and Contemporary Voices

Fourth 9 Weeks: Explores the chaos and conflict that marked the end of the prosperity and stability of the Victorian Age. New theories in science, psychology, and politics led to the questioning of deeply held beliefs. Two world wars and a major economic depression weakened social and political structures that had defined England and Western Europe for centuries. In response to these weakened structures, writers created new, experimental forms of expression, writing and creating art for the sake of beauty.

They will explore both form and meaning of literary works and consider historical context. Through close reading of selected texts, students will see how subtle narrative and stylistic details contribute to the meaning of the whole. They will consider how certain poems of this unit are intimate on the one hand and reflective of a larger civilization on the other. Moral conflicts and subtle psychological portrayals of characters will be another area of focus; students will consider how novels of the nineteenth century develop character and how their conflicts are both universal and culturally bound.


How is the modern hero defined contrasted with the epic hero?

How have great changes affected literary norms?

How is the idea of multi-culturalism incorporated into modern literature?

How did the World Wars impact literature, both in England and globally?

How does British English differ from American English?

How did concepts of Modernism and Postmodernism develop?

How did the waning of the British Empire affect the national literature?

How has British literature been shaped by the major events of the 20th

century – o the women’s rights movement, o the Civil Rights movement o the demise of the British Empire post-World War II o the start of the Cold War

How have the literary traditions of and by women and minority authors been influenced by British literary history; have these writers embraced or rejected the British literary tradition?

How have large-scale migrations of ethnic groups influenced the modern British literary identity?

Learning Targets (“I Can” Statements) I CAN …

make note of significant information/ quotes/passages presented while reading


find the details the author provides and draw conclusions about the setting.

compare/ contrast various versions (videos, film, voice recording, live performance, etc.) of a source text and break apart how each is influenced by the original text.

I can compare/ contrast various versions (videos, film, voice recording, live performance, etc.) of a source text and break apart how each is influenced by the original text.

I can identify the organizational strategy of an essay or speech.

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Learning Targets (“I Can” Statements) I CAN …



find the details the author provides and draw conclusions about the setting.


identify words and phrases that impact meaning and tone.

identify language that is fresh, engaging, or beautiful.

identify figurative words and phrases.

determine the meanings of words and phrases in context and their impact on meaning and tone.

define:-denotation/ connotation, literal/ non-literal meaning, satire, sarcasm, irony, understatement

compare and contrast what is directly stated in a text according to its implied or inferred meaning.

use non-literal interpretation and identify the author’s point of view.

determine suitable idea development strategies organization style appropriate to task purpose and audience

demonstrate a variety of ways to use technology and the Internet to produce, updated, and publish products.

evaluate new arguments and information based on feedback.

demonstrate use of technology, including the Internet, to produce and publish writing products

employ various vocabulary strategies to determine the meanings of words

use context as a clue to the meanings of unknown words or phrases

recognize context clues to determine the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence

I can identify the central idea and other main points of an essay or speech.

I can identify specific details (hook, thesis, supporting points, headers, charts, graphs, pictures, etc.) that support the development of central ideas and how they build on one another

identify rhetorical, persuasive, and stylistic techniques.

explain the author’s point of view and/or purpose.

analyze the effects of style and content as they contribute to the effectiveness of the text.

identify the main/central ideas, persuasive strategies (like organizational patterns), and use of information at an appropriate level of complexity.

identify logical/illogical claims and counter claims/counterargument.

recognize relevant and sufficient evidence.

define a precise claim/argument and counterclaim/counterargument

determine how claims/arguments and counterclaims/arguments are related.

select an organizational form that logically moves forward my claim(s)/arugment(s), counterclaims/arguments, reason, and evidence.

select precise language and discipline specific vocabulary to foster the complexity of the text.

recognize figurative/rhetorical devices that enhance the piece.

determine an appropriate formal style and unbiased tone for a conclusion that follows from and supports the information or explanation presented.

bring together a lot of information from many sources.

follow a process and engage in research over a period of time in order to answer a question.

conduct short research to solve a problem

recognize transitional words, phrases, and clauses

can recognize formal style of a text and unbiased tone of an author.

find small differences in the meaning of similar words

interpret figures of speech

tell the difference between professional and everyday speech

change speech for different circumstances and tasks when speaking

use correct English

describe the intended audience, background/circumstance, and goal for communication

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Irony in Modern Literature – Point of View in Contemporary Fiction Literature as Social Criticism

W.11-12.2. On Demand Explanatory Paragraph W.11-12.3. Narrative W.11-12.4. Symbolic Description W.11-12.7. Political Ballad Advice Column Missing Scene W.11-12.1. Opinion Paper W.11-12.6. Web Site Page Multimedia Notes W.11.12.5; W.11-12.8. Critical Review

L.11-12.5 Gerund Adverbials Verbs Parallelism Sentence Fragments Run-on Sentences Sentences Openers Context Clues L.11-12.4. Word Roots Synonyms Appositives Possessives

SL.11-12.3. Appreciative Listening Choral Reading SL.11-12.2. Multimedia Presentation SL.11-12.1.; SL.11-12.4. Discussion Newscasts Expressing an Opinion


RI.11-12.10; RI.11-12.5 Huxley - Words and Behavior Heaney - from Creating Poetry: The Nobel Lecture RI.11-12.2. Allende - from Writing as an Act of Hope RI.11-12.6. Churchill - from The Speeches, May 19, 1940

RL.11-12.7. Yeats - The Second Coming; An Irish Airman Foresees His Death RL.11-12.4. Lawrence - The Rocking-Horse Winner Mansfield - A Cup of Tea Woolf - The Duchess and the Jeweller Author Study - TS Eliot – Preludes; The Hollow Men; he Naming of Cats Sinclair - from Prufrock and Other Observations: A Criticism Giroux - Encounter with T. S. Eliot Auden - Musée des Beaux Arts; The Unknown Citizen Spender - What I Expected Thomas - Do Not Go Gentle into That Good Night Octavio Paz - Writing/Escritura Barker - To My Mother Wiesel - from Night Bowen - The Demon Lover RL.11-12.6.; RL.11-12.1. Orwell - A Hanging OR Shooting an Elephant Lessing - A Sunrise on the Veld Spark - The First Year of My Life Atwood - The Moment RL.11-12.10. Heaney – Digging Hughes - The Horses Smith - Not Waving but Drowning Achebe - Civil Peace Gordimer - Six Feet of the Country RL.11-12.3 Stovall The Ultimate Gift OR Choice Novel

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FOCUS STANDARDS

READING: Literature RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (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.11-12.6. 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.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 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. READING: Informational RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 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 comprehends literary nonfiction in the grades 12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

WRITING: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 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. W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.

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LANGUAGE: L.11-12.5 a-b. L.11-12.5 a-b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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. e. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. f. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). g. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. h. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SPEAKING & LISTENING:

SL.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.

e. 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.

f. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. g. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;

clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. h. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative 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.

ASSESSMENTS

FORMATIVE: (suggested) Informal Daily Assessment Activities, Quiz Writes, Interview with teacher Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic Organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion; Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It; Reflections (daily/wkly);

SUMMATIVE: (suggested) Written exam—multiple choice, open response, True/False, Matching, Short answer, Fill in the blank, extended written response tests and quizzes; Presentations (oral/graphic); Constructed Responses, Paraphrases; Summaries; Proscribed writing: article, analysis, paragraph;

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RESOURCES

VISUAL: Transparencies; Power Point; video; Net activities; First Five PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text; Excerpt Handouts

AUDITORY: Audio library; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet;

KINESTHETIC: Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary; Koosh Toss


Point-of-view, stream-of-consciousness, first-, second-, and third-person, as well as third-person omniscient; multiple-narrator, setting, plot, character, theme, draw conclusions, analogy, characterization, summarizing, climax, analysis, imagery, kinesthetic imagery, suspense, symbol, idioms, satire, clarify, tone, structure, personification, figurative language, simile, sound devices, repetition, alliteration, consonance, assonance, denotation, connotation, mood, speaker, stanza, diction, dialogue, stage directions, drama, conflict (internal and external), causes and effects, irony, dialect, predicting, allusion, essay, realism, fantasy, genre, informative and persuasive essay, antonyms,

INTERVENTIONS



Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study) KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html




ashland blazer core academic standards …...ashland blazer core academic standards curriculum map...

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