common core state standards (ccss) addressed in … maps/la gr 12... · common core state standards...

Roswell Independent School District

Language Arts Curriculum Map 2013-2014

12th

Grade

Common Core State Standards (CCSS) Addressed in Grade 12 Language Arts Curriculum Map

Reading Comprehension 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.

RL11/12. 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).

RL11/12. 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.

RL11/12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or

understatement).

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.

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. 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. 9. Demonstrate knowledge of … foundational works of [British/world] 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 12, read and comprehend literature, including stories,

dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

RI 11/12.8. Delineate and evaluate the reasoning in seminal [British and world] texts…

RI 11/12. 9. Analyze foundational [British &/or world] documents of historical and literary significance…for their themes, purposes, and rhetorical features.

RI 11/12. 10. By the end of grade 12, read and comprehend literary nonfiction at the high end

of the grades 11–CCR text complexity band independently and proficiently.



12th

Grade

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 11/12.4. 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 [CCSS writing] standards 1–3.) Please refer to the CCSS, page 45, for details.

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54 of CCSS.)

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.

Word Analysis 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.

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.

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

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

a. Observe hyphenation conventions.

b. Spell correctly.

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.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts

when reading.



12th

Grade

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

New Mexico Standards Addressed by Grade 12 Language Arts Curriculum Map

Reading Comprehension and Literature:

STRAND I: READING, Content Standard I: Students read & understand a variety of materials.

STRAND VI: Logic, Content Standard VI: Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.

STRAND VII: Informational Text, Content Standard VII: Students read and interpret a wide range of reference materials and other informational documents

that may contain technical information.

STRAND IX: Literature, Content Standard IX: Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.

Writing:

STRAND II: LANGUAGE, Content Standard II: Students write and speak using correct grammar, syntax usage, punctuation, capitalization, and spelling.

STRAND IV: WRITING, Content Standard IV: Students write effectively for a variety of purposes and audiences.

STRAND V: Research, Content Standard V: Students utilize the research process to produce a variety of products.

STRAND VI: Logic, Content Standard VI: Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.

STRAND VIII: Media Content Standard VIII: Students create and evaluate a variety of media for particular purposes.

Word Analysis:

STRAND II: LANGUAGE, Content Standard II: Students write and speak using correct grammar, syntax usage, punctuation, capitalization, and spelling.



12th

Grade

When teaching activities or designing assessments around NM Target: Identify, apply, and analyze knowledge of literary elements in oral/written analyses and/or critiques of

works of literature emphasize the following literary terms/concepts:

Allegory

Aphorism

Apostrophe

Archetype

Blank verse

Caesura

Conceit

Dramatic monologue

Elegy

Epic

Epigram

Epiphany

Farce

Foot

Frame story

Juxtaposition

Kenning

Lyric poetry

Ode

Parody/satire

Sonnet (Petrarchan and Shakespearean)

Syntax

Theme

Tragedy/comedy in drama

World view

High-Frequency Words within the Common Core State Standards, ELA, GR. 6-12

Accurately Analyze Answer Apply Clarify Collaborate Compare/contrast Comprehend/read Create Demonstrate Determine

Develop Evaluate Explain Identify Inferences for text Interpret Introduce Organize Point of view Produce Projects

Read Read/comprehend Reflect Reflection Relationships Research Sequence Sequences Solve Understanding Write

Suggested Resources:

Vocabulary Instruction and the Common Core

http://www.isbe.net/common_core/pls/level2/html/vocabulary.htm

Vocabulary Instruction for the Common Core Learning Standards

http://prezi.com/vic8z51lzrtn/vocabulary-instruction-for-the-common-core-learning-standards/

http://www.isbe.net/common_core/pls/level2/html/vocabulary.htm

http://prezi.com/vic8z51lzrtn/vocabulary-instruction-for-the-common-core-learning-standards/



12th

Grade

Research

Teach the research process to build and present knowledge, including note-taking skills, how to follow a standard format for citation, and how to avoid plagiarism.

Suggested methods of note-taking to teach:

annotation marks, such as highlighting key ideas, numbers in the margin to identify points of any argument, notes in the margin of ideas or questions that come to mind

while reading, stars or other symbols in the margin to emphasize important points

apply the mnemonic device ABC LOU (abbreviations, bullets, caveman language, lists, one word for several, and use your own words)

Cornell note-taking system

5 Rs of note-taking

1. Record important facts/ideas

2. Reduce to main ideas (summarize)

3. Recite most important information

4. Reflect personal feedback about this information

5. Review

Suggested resources for research and note-taking (some may require free sign-up)

http://www.slideshare.net/jtenaglia/note-taking-caveman

http://www.schoollibrarymonthly.com/curriculum/pdf/NoteAssessment.pdf

http://notestar.4teachers.org

http://evernote.com/

http://coe.jmu.edu/learningtoolbox/notetaking.html

http://www.cornell-notes.com/

https://docs.google.com/document/d/1X5vuSm8piiUwnsoYlyTt28inijWNTBvj7-jGWTUSmSQ/edit?hl=en_US&pli=1

http://freepdfdb.org/doc/cornell-notes-template-word

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#summary

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Summarize_Notes/Summarizes_Notes.html

http://www.easybib.com/cite/form

http://www.sweetsearch.com/

http://www.findingdulcinea.com/

http://owl.english.purdue.edu/owl/resource/747/01/

http://owl.english.purdue.edu/media/jpeg/MLAPoster09.jpg

http://library.hunter.cuny.edu/tutorials/mla/mla_tutorial.html

http://www.slideshare.net/jtenaglia/note-taking-caveman

http://www.schoollibrarymonthly.com/curriculum/pdf/NoteAssessment.pdf

http://notestar.4teachers.org/

http://evernote.com/

http://coe.jmu.edu/learningtoolbox/notetaking.html

http://www.cornell-notes.com/

https://docs.google.com/document/d/1X5vuSm8piiUwnsoYlyTt28inijWNTBvj7-jGWTUSmSQ/edit?hl=en_US&pli=1

http://freepdfdb.org/doc/cornell-notes-template-word

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#summary

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Summarize_Notes/Summarizes_Notes.html

http://www.easybib.com/cite/form

http://www.sweetsearch.com/

http://www.findingdulcinea.com/

http://owl.english.purdue.edu/owl/resource/747/01/

http://owl.english.purdue.edu/media/jpeg/MLAPoster09.jpg

http://library.hunter.cuny.edu/tutorials/mla/mla_tutorial.html



12th

Grade

Unit 1A: The Anglo-Saxon and Middle Ages in British Literature--Beowulf

Time Frame: 1st quarter

Essential Questions: How and why did the people of the Anglo-Saxon and Middle Ages develop and revere the archetype of the epic warrior, motivated by a greed for fame and

glory, who came to save them from the forces of darkness?

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

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

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

CCSS Activities Assessment Resources NM Targets

Reading Comprehension

RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

1.

RECOGNIZE and DESCRIBE the

various foreign cultures that invaded and

affected early Britain.

EXPLAIN why and how foreign cultures

invaded early Britain.

EXAMINE how the belief systems and

socio-cultural mores of the invading tribes

merged with those of the early Britons,

especially how the merged beliefs are

reflected in early texts and stories.

CRITIQUE a literary text and defend the

critique with appropriate evidence from

literary or nonfiction sources.

DEVELOP a piece (or a series of pieces)

of writing that explore various points of

view and/or themes in early British literary

works.

GRAPH the various European cultures who invaded

early Britain: classify each invading force according to

its homeland, religious/world views, social

structure/government, and motive for invading Britain.

COMPARE the socio-cultural beliefs of foreign

invaders and the early Catholic Church to characters

and events in Beowulf (and/or The Epic of Gilgamesh,

“The Battle of Maldon,” or “The Seafarer”).

DEVELOP a THESIS, in writing or orally, and

DEFEND the thesis by citing evidence and sources

from the texts and other appropriate nonfiction texts.

HYPOTHESIZE how the conflicts and events

portrayed in Beowulf (or other foundational text) would

appear from the point of view of another character in

the story, such as the Monster Grendel or his mother,

or even a character who is not directly mentioned in the

story, such as Grendel’s mysterious, never-mentioned

father. REWRITE a scene or scenes from the story

from the point of view of this other character, showing

how interpretation of events and actions change

according to the point of view from which they are

experienced.

CATEGORIZE direct and indirect characterizations

in Beowulf according to our modern definitions of

“hero” and “villain” or “good” and “evil”. ASSESS

whether or not the modern definitions of “hero” and

“villain”, “good” and “evil” have evolved from the

definitions recognized by early Britons. ORGANIZE

conclusions into an effective published product (e.g.,

chart, poster, POWERPOINT or iMovie, literary

criticism).

1.

Primary Text:

BEOWULF

Supporting texts:

“The Seafarer,”

“The Battle of

Maldon” The Epic

of Gilgamesh

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, & supports student’s idea w/ detailed references to the text(s). Recognize & analyze culturally specific customs, traditions, & symbols in literary works from the British/world canons.



12th

Grade










RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

2.

DISCOVER why Beowulf is

considered to be the first important

foundational text in the British literary

canon.

RELATE reasons why it is important

for all well-rounded students to study

Beowulf.

FORMULATE theories that answer

the question, “Why should students

read and analyze Beowulf?”

RECOGNIZE and EXAMINE the

literary techniques that make Beowulf

an aesthetically pleasing work of

literature: alliteration, allusion,

caesura, consonance, figurative

language, kenning, litotes*, motif,

rhythm, symbolism, synecdoche,

vernacular

*litotes: An ironical

understatement in which an

affirmative is expressed by the

negative of its contrary (e.g., you

won't be sorry, meaning you will be

glad)

2.

READ the articles by Yeager and Snell;

SUMMARIZE or PARAPHRASE the reasons

enumerated by the authors for reading Beowulf.

CHART the author’s reasons. DEBATE or

EDITORIALIZE, using logic and evidence,

why the authors’ evidence for studying Beowulf

is or is not compelling.

COMPOSE a series of kennings or litotes* that

praise or disparage Beowulf as a foundational text

of British literature. DEFEND each example you

create.

COMPOSE and essay in which you ARGUE

why Beowulf is or is not worthy of its distinction

as the first foundational text in the British literary

canon.

Open-ended writing prompt for Beowulf:

A Literary foil is a character who contrasts with

another character in order to highlight the

qualities of the other character. In the epic poem

Beowulf, the protagonist Beowulf and the

antagonist Grendel are literary foils. ANALYZE

this pair of characters and EXPLAIN with

examples from the text what can be learned about

either Beowulf or Grendel from analyzing the

character’s relationship with his foil.

2.

Primary Text:

Beowulf

Supporting texts: “Why Read

Beowulf?” By

Robert F. Yeager

http://excellence-

in-

literature.com/exc

ellence-in-

lit/british-lit/e4-

resources/why-

read-beowulf-by-

robert-f-yeager

“Why Bother with

Beowulf?:

Medieval

literature provides

a gateway to our

past” By Melissa

Snell

http://historymedr

en.about.com/od/a

rtsliteraturemusic/

a/whybother.htm

Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://excellence-in-literature.com/excellence-in-lit/british-lit/e4-resources/why-read-beowulf-by-robert-f-yeager








http://historymedren.about.com/od/artsliteraturemusic/a/whybother.htm






12th

Grade










RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

3.

LOCATE and INTERPRET literary

elements common to Anglo-Saxon

literature, including: alliteration,

allusion, caesura, consonance,

figurative language, kenning, litotes,

motifs, symbols, synecdoche,

vernacular, and world view.

EXAMINE the author’s use of a particular

literary element APPRAISE how

effectively they are used in Beowulf or

other assigned text from the time period.

DEFEND a personal critique or analysis

of Beowulf or other assigned text from the

time period.

PLAN and PRODUCE a literary analysis

or critique of an assigned text.

FORMULATE a thesis related to some

aspect of Anglo-Saxon literature,

preferably Beowulf; COMPILE

appropriate sources to defend and support

the thesis; PRODUCE a short literary

analysis paper.

3.

EXAMINE the author’s use of a particular

literary element in Beowulf and APPRAISE the

effectiveness or ineffectiveness of its use in

context; SUPPORT your appraisal in a formal

literary analysis paper.

PLAN and PRODUCE a literary analysis or

critique of Beowulf that demonstrates

understanding of literary elements common to

Anglo-Saxon literature.

WRITE in the style of Anglo-Saxon poets to MAKE

SENSE OF the literary techniques most common to

Anglo-Saxon literature, especially kennings, litotes,

and caesura.

3.

Primary Text:

Beowulf



12th

Grade










RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

4.

PARTICIPATE in discussions (one-

to-one, small group, whole group)

about Anglo-Saxon literature;

SUMMARIZE the points of view of

others; DEVELOP and DEFEND

your own point of view;

DISTINGUISH between strong,

logical arguments and evidence and

weak or illogical evidence/arguments.

4. READ the assigned text and write questions for

discussion or further research using Costa’s Levels of

Inquiry ( http://mrkash.com/costa.html ). Organize your

questions about the text into the three appropriate

categories:

Level 1 Text Explicit

Level 2 Text Implicit

Level 3 Experience Based

FORMULATE responses to your questions, following

the A.C.E. format of writing. SHARE your questions

with classmates, and use a rubric to evaluate how well

your classmates answer the questions you developed

and DEFENDED their conclusions.

4.

Primary Text:

Beowulf

http://mrkash.com/costa.html



12th

Grade

Unit 1B: The Anglo-Saxon and Middle Ages in British Literature –The Canterbury Tales by Chaucer

Time Frame: 1st Quarter

Essential Questions:

How and why were all aspects of life in medieval England influenced by the teachings of the early Roman Catholic Church?

How did the early Roman Catholic Church influence politics, warfare, education, business, art, literature, folkways, and recreation in medieval England?

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



RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

DEFINE world view, frame

story, satire, secular, sacred and

UNDERSTAND how each

concept applies to “The

Prologue” of The Canterbury

Tales by Geoffrey Chaucer.

CLASSIFY the characters

introduced in “The Prologue”

according to their socio-economic

status, secular or religious

standing, and admirable or

disreputable traits.

INFER how Geoffrey Chaucer

viewed both secular and religious

contemporaries based on evidence

in “The Prologue” to The

Canterbury Tales.

JUDGE how “The Prologue” to

The Canterbury Tales reflects

both the positive and negative

aspects of medieval English

society.

CONSTRUCT a chart on which to

CATEGORIZE each character

introduced in “The Prologue” to The

Canterbury Tales. Your chart

should have spaces to record the

following information: name of

character, physical description,

direct characterizations, indirect

characterizations, Chaucer’s attitude

toward the character (cite lines that

support your conclusion), and your

impression of the character.

SURVEY film(s) that present

background information about the

medieval period, specifically

medieval cathedrals, religious

beliefs, and/or pilgrimages. Use a

Cornell notes chart or other graphic

organizer to CATEGORIZE facts

and supporting details gleaned from

the films that explain why religion,

cathedral, and/or pilgrimages were

so important in the lives of medieval

Britons.

SELECT three characters from

“The Prologue” of The Canterbury

Tales. IDENTIFY examples in

each character’s introduction where

Chaucer uses satire to reveal

something about the character’s true

self or something about medieval

Primary text: “The Prologue,” The Canterbury

Tales by Geoffrey Chaucer

Supporting texts:

“The Murder of Thomas Becket, 1170”

http://eyewitnesstohistory.com/becket.htm

“Battling the Saracens, 1250: Combat in the

Seventh Crusade”

http://eyewitnesstohistory.com/crusade1250.htm

“The Early Church: The People's View” By Carol

Davidson Cragoe

http://www.bbc.co.uk/history/trail/church_state/pre

_reformation/early_church_people_view_01.shtml

“The History Of Canterbury Cathedral”

http://canterbury-cathedral.org/history/history.html

The Letter of William, archbishop of Sens, to our

lord the pope, against the king of England, in

relation to the death of the blessed Thomas

http://www.fordham.edu/halsall/source/hoveden-

becket.asp#1171d

Becket and Henry II: The Martyrdom – The Fifth

Address In the Becket Lecture Series to the St.

Thomas More Society By the Honourable J.J.

Spigelman, AC Chief justice of New South Wales,

Sydney, 29 Sept. 2003

http://www.lawlink.nsw.gov.au/lawlink/supreme_c

ourt/ll_sc.nsf/pages/SCO_speech_spigelman_2909

03

Biography of Geoffrey Chaucer

http://www.luminarium.org/medlit/chaucerbio.htm

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, & supports student’s

http://eyewitnesstohistory.com/becket.htm

http://eyewitnesstohistory.com/crusade1250.htm

http://www.bbc.co.uk/history/trail/church_state/pre_reformation/early_church_people_view_01.shtml

http://www.bbc.co.uk/history/trail/church_state/pre_reformation/early_church_people_view_01.shtml

http://canterbury-cathedral.org/history/history.html

http://www.fordham.edu/halsall/source/hoveden-becket.asp#1171d

http://www.fordham.edu/halsall/source/hoveden-becket.asp#1171d

http://www.lawlink.nsw.gov.au/lawlink/supreme_court/ll_sc.nsf/pages/SCO_speech_spigelman_290903



http://www.luminarium.org/medlit/chaucerbio.htm



12th

Grade









RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.4

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3

society that Chaucer found

offensive. USE CONTEXT

CLUES to help make inferences

about each character’s integrity or

lack of integrity. ORGANIZE your

evidence on a graphic organizer,

then CONSTRUCT a well-written

literary analysis paper, or present

your analysis through a PowerPoint,

flipchart, foldable, or other visual

media.

IDENTIFY King Henry II and St.

Thomas a Becket. On a self-generated

chart or Venn diagram, COMPARE

and CONTRAST each man’s

personality, DISCOVERING how they

were alike and how they differed. In a

short essay response, HYPOTHESIZE

as to why King Henry II would cry out

against his friend and protégé, Thomas a

Becket, prompting Henry’s knights to

murder the priest. WRITE an

EDITORIAL in which you defend or

oppose King Henry II’s behavior and

the actions of his knights that resulted in

Becket’s death.

JUDGE whether or not Chaucer is

unfair or too harsh on the clergymen

and clergywomen introduced in “The

Prologue”. DEFEND your opinion

using evidence from The Canterbury

Tales and/or informational texts. Cite

your sources!

Online documentary: How to Build a Cathedral

http://www.bbc.co.uk/programmes/b00b09rb

Building the Great Cathedrals: NOVA

http://www.pbs.org/wgbh/nova/ancient/building-

gothic-cathedrals.html

Film: Medieval Mind

RISD Materials Center, MV-2059

Film: Chaucer’s England with Special Presentation

of “The Pardoner’s Tale”


Film: BECKET


Film: Cathedral

RISD Materials Center, DVD-0887 Film: Medieval Mind


“Magna Carta: A Bitter Indictment of King John’s

Rule?” by Alicia Mavor

http://www.historytoday.com/alicia-mavor/magna-

carta-bitter-indictment-king-johns-rule

“The Meaning of the Magna Carta Since 1215” by

Ralph V. Turner

http://www.historytoday.com/ralph-v-

turner/meaning-magna-carta-1215

idea w/ detailed references to the text(s). Recognize & analyze culturally specific customs, traditions, & symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://www.bbc.co.uk/programmes/b00b09rb

http://www.pbs.org/wgbh/nova/ancient/building-gothic-cathedrals.html

http://www.pbs.org/wgbh/nova/ancient/building-gothic-cathedrals.html

http://www.historytoday.com/alicia-mavor/magna-carta-bitter-indictment-king-johns-rule

http://www.historytoday.com/alicia-mavor/magna-carta-bitter-indictment-king-johns-rule

http://www.historytoday.com/ralph-v-turner/meaning-magna-carta-1215

http://www.historytoday.com/ralph-v-turner/meaning-magna-carta-1215



12th

Grade







CCSS Activities Assessment Resources NM Targets HYPOTHESIZE as to why you think

Chaucer was so harsh in his portrayal of

members of the clergy in “The

Prologue”. What can you INFER about

the educated middle-class secular

humanist’s attitude toward the medieval

Church from Chaucer’s writing?

EXPLAIN and DEFEND your

reasoning in a short literary analysis

paper.

Today, many people use social media to

communicate what is happening in their

lives and the lives of their friends.

Twitter is one example of social media

that helps individuals and their circle of

followers and friends stay in touch with

events in real time. A tweet was

originally limited to 140 letters and

characters. Review “The Prologue” and

REWRITE Chaucer’s masterpiece as a

series of 140 letters/characters “tweets”:

Basically, you are paraphrasing and

summarizing “The Prologue” and the

characterizations into a series of tweets,

one about the setting and premise of the

story, and one for each character. Do

NOT go over 140 characters/letters per

character!



12th

Grade








Open-ended writing prompt:

Geoffrey Chaucer planned The

Canterbury Tales to function as an

example of Estates Satire, a genre

of literature which satirizes abuse

and corruption that occur within the

traditional and evolving estates, or

classes, or society. ANALYZE

evidence of abuse and corruption

within the estates portrayed in “The

Prologue” and COMPOSE an essay

that DEFINES and EXPLAINS the

abuse and/or corruption and how

Chaucer felt about it, and how he

wants the reader to feel about it.


Geoffrey Chaucer wrote, “Forbid us

something, and that thing we

desire.” Choose a character from

“The Prologue” of Canterbury

Tales who embodies this belief.

COMPOSE an essay in which you

JUSTIFY why this character

embodies the quotation by

Geoffrey, using evidence from the

text to SUPPORT your argument.



12th

Grade

Unit 2A: The English Renaissance: TUDOR

DYNASTY

Time Frame: 2nd

Quarter

Essential Questions: What circumstances led to the rise of the Tudor dynasty and how did the Tudor monarchs profoundly shape the political, social, religious, and artistic

development of England during the Renaissance?

What is a dynasty?

Who were the Tudors and how did they come to establish a dynasty in England during the Renaissance?

What literary contributions did the Tudor dynasty make to the canon of British literature?



• RL 11/12. 1

• RL11/12. 3

• RL11/12. 5

• RL11/12.6

• RI 11/12.5

Literature

• RL 11/12. 3

• RL 11/12. 5

• RL 11/12. 9

• RL 11/12. 10

• RI 11/12.8

• RI 11/12. 9

• RI 11/12. 10

Writing

• W 11/12.1.

• W 11/12. 2

• W 11/12.4

• W 11/12. 5

• W 11/12.6

• W 11/12.7

• W 11/12. 8

Word Analysis

• RL 11/12.4

• RI 11/12.4

• SL 11/12. 6

• L 11/12. 2

• L 11/12. 3

IDENTIFY the Tudor dynasty:

Henry VII, Henry VIII, Edward VI,

Mary I, Elizabeth I.

IDENTIFY: Prince Arthur,

Elizabeth of York, Richard III,

Catherine of Aragon, Anne Boleyn,

Jane Seymour, Anne of Cleves,

Kathryn Howard, Katherine Parr,

Lady [Queen] Jane Grey, Mary

Queen of Scots, Cardinal Wolsey, Sir

Thomas More

UNDERSTAND how and why King

Henry VIII radically altered the

religious foundation of England in

order to marry Anne Boleyn.

READ and MAKE INFERENCES

about the Tudors’ character traits and

relationships from their poetry and

prose writing.

INTERPRET poetry and prose

written by the Tudors and draw

inferences from the texts about the

author’s purpose, personality,

motivation, tone, mood, as well as

the time period in which the text was

produced.

FIND information about the War of

the Roses; CREATE a timeline of

events occurring during the War of

the Roses that led to the overthrow of

King Richard III and the crowning of

King Henry VII; RECORD and

LABEL these events on the timeline.

DRAW a family tree chart of the

Tudor dynasty, beginning with the

parents of King Henry VII and his

wife, Elizabeth of York, and ending

with King James I.

READ and INTERPRET writings

by the Tudors; DRAW

INFERENCES from the texts and

GENERATE opinions and

conclusions about the authors’

purposes and motivations; DEFEND

your opinions/conclusions in

discussions and/or in a literary

analysis essay.

Using Costa’s Three Levels of

Questioning a Text paradigm,

CREATE study/discussion questions

with answers about various texts

authored by the Tudors.

The Tudor Monarchs

http://englishhistory.net/tudor/monarchs.html

Tudor History

http://www.tudorhistory.org/

The Official Website of the British Monarchy:

The Tudor Dynasty http://www.royal.gov.uk/HistoryoftheMonarchy/King

sandQueensofEngland/TheTudors/TheTudors.aspx

The Works of King Henry VIII

http://www.luminarium.org/renlit/tudorbib.htm

Letter from Anne Boleyn to Henry VIII,

Written Two Weeks Prior to Her Execution

http://www.the-tudors.org.uk/letter-from-anne-

boleyn-to-henry-viii.htm

Poems by Anne Boleyn

http://www.poetry-

archive.com/b/boleyn_anne.html

Poetry of Mary Stuart [Mary, Queen of Scots]

http://www.marie-stuart.co.uk/poetry.htm

The Works of Elizabeth I

http://www.luminarium.org/renlit/elizabib.htm

Sonnet to Queen Elizabeth I by Mary Stuart,

Queen of Scots

http://allpoetry.com/poem/8604299-

Sonnet_to_Queen_Elizabeth_I_of_England-by-

Mary_Stuart

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, &

http://englishhistory.net/tudor/monarchs.html

http://www.tudorhistory.org/

http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland/TheTudors/TheTudors.aspx

http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland/TheTudors/TheTudors.aspx

http://www.luminarium.org/renlit/tudorbib.htm

http://www.the-tudors.org.uk/letter-from-anne-boleyn-to-henry-viii.htm

http://www.the-tudors.org.uk/letter-from-anne-boleyn-to-henry-viii.htm

http://www.poetry-archive.com/b/boleyn_anne.html

http://www.poetry-archive.com/b/boleyn_anne.html

http://www.marie-stuart.co.uk/poetry.htm

http://www.luminarium.org/renlit/elizabib.htm

http://allpoetry.com/poem/8604299-Sonnet_to_Queen_Elizabeth_I_of_England-by-Mary_Stuart





12th

Grade


DYNASTY

Time Frame: 2nd

Quarter



What is a dynasty?





RL 11/12. 1

RL11/12. 3

RL11/12. 5

RL11/12.6

RI 11/12.5

Literature

RL 11/12. 3

RL 11/12. 5

RL 11/12. 9

RL 11/12. 10

RI 11/12.8

RI 11/12. 9

RI 11/12. 10

Writing

W 11/12.1

W 11/12. 2

W 11/12.4

W 11/12. 5

W 11/12.6

W 11/12.7

W 11/12. 8

Word Analysis

RL 11/12.

RI 11/12.4

SL 11/12. 6

L 11/12. 2

L 11/12. 3


The conflict created when the will of

the individual collides with that of

another individual or with a group or

all of society is a common theme in

literature. ANALYZE a poem or

prose text by one of the Tudor

monarchs and DISCUSS how this

conflict and theme are expressed by

the author. Do not merely summarize

the text! Present your critical

thinking about the characters’

motives, their choices and the

consequences, and explain how these

things relate to the conflict and

theme.

Lady Jane Grey, the Nine Days Queen

http://www.ladyjanegrey.org/

The Six Wives of Henry VIII

http://tudorhistory.org/wives/

Primary Sources: The Death of Prince Arthur,

1502

http://englishhistory.net/tudor/darthur.html

Letters Written by the Six Wives of Henry VIII

http://englishhistory.net/tudor/letters.html

A Contemporary Description of King Henry

VIII, 1515 by the Venetian Ambassador to

England

http://englishhistory.net/tudor/henrydes.html

Selections of Henry VIII’s Love Letters to

Anne Boleyn

http://englishhistory.net/tudor/lovelett.html

Anne Boleyn’s Speech at her Execution, 1536

http://englishhistory.net/tudor/prianne3.html

Letters from Princess Mary [Mary I] to King

henry VIII, 1536

http://englishhistory.net/tudor/primary1.html

Entries from the Journal of King Edward VI

http://englishhistory.net/tudor/ed1.html

Letter from Lady Jane Grey to Mary I

http://englishhistory.net/tudor/prijane1.html

supports student’s idea w/ detailed references to the text(s). Recognize & analyze culturally specific customs, traditions, & symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://www.ladyjanegrey.org/

http://tudorhistory.org/wives/

http://englishhistory.net/tudor/darthur.html

http://englishhistory.net/tudor/letters.html

http://englishhistory.net/tudor/henrydes.html

http://englishhistory.net/tudor/lovelett.html

http://englishhistory.net/tudor/prianne3.html

http://englishhistory.net/tudor/primary1.html

http://englishhistory.net/tudor/ed1.html

http://englishhistory.net/tudor/prijane1.html



12th

Grade


DYNASTY

Time Frame: 2nd

Quarter



What is a dynasty?




An Audience with Queen Mary I

http://eyewitnesstohistory.com/pfqueenmary.ht

m

The Execution of Mary, Queen of Scots

http://eyewitnesstohistory.com/pfmaryqueenofs

cots.htm

An Audience with Elizabeth I

http://eyewitnesstohistory.com/elizabethI.htm

The Many Faces of Lady Jane Grey, History

Today

http://www.historytoday.com/frank-

prochaska/many-faces-lady-jane-grey

“Lady Jane Grey Proclaimed Queen” by

Richard Cavendish, History Today

http://www.historytoday.com/richard-

cavendish/lady-jane-grey-proclaimed-queen

“Elizabeth I: Exception to the Rule” by Helen

Caston, History Today

http://www.historytoday.com/helen-

castor/elizabeth-i-exception-rule

http://eyewitnesstohistory.com/pfqueenmary.htm

http://eyewitnesstohistory.com/pfqueenmary.htm

http://eyewitnesstohistory.com/pfmaryqueenofscots.htm

http://eyewitnesstohistory.com/pfmaryqueenofscots.htm

http://eyewitnesstohistory.com/elizabethI.htm

http://www.historytoday.com/frank-prochaska/many-faces-lady-jane-grey

http://www.historytoday.com/frank-prochaska/many-faces-lady-jane-grey

http://www.historytoday.com/richard-cavendish/lady-jane-grey-proclaimed-queen

http://www.historytoday.com/richard-cavendish/lady-jane-grey-proclaimed-queen

http://www.historytoday.com/helen-castor/elizabeth-i-exception-rule

http://www.historytoday.com/helen-castor/elizabeth-i-exception-rule



12th

Grade

Unit 2B: The English Renaissance: POETRY

Time Frame: 2nd

Quarter

Essential Questions: What influence did the classical works and ideas of ancient Greece and Rome have on the English Renaissance poets that led the English poets to develop new

literary forms?

How did the work and ideas of ancient Greece and Rome influence the writers of the English Renaissance?

What new poetic forms were introduced during the English Renaissance?

What is a sonnet? What is a sonnet sequence?

How does poetry written during the English Renaissance compare and contrast with poetry written during the Middle Ages?



• RL 11/12. 1

• RL11/12. 3

• RL11/12. 5

• RL11/12.6

• RI 11/12.5

Literature

• RL 11/12. 3

• RL 11/12. 5

• RL 11/12. 9

• RL 11/12. 10

• RI 11/12.8

• RI 11/12. 9

• RI 11/12. 10

Writing

• W 11/12.1

• W 11/12. 2

• W 11/12.4

• W 11/12. 5

• W 11/12.6

• W 11/12.7

• W 11/12. 8

Word Analysis

• RL 11/12.4

• RI 11/12.4

• SL 11/12. 6

• L 11/12. 2

• L 11/12. 3

LIST and EXPLAIN the ideas and

beliefs that writers and philosophers

of the English renaissance have in

common with the writers and

philosophers of ancient Greece and

Rome.

IDENTIFY and INTERPRET the

Petrarchan/Italian,

Shakespearean/English, and

Spenserian sonnet forms.

ASSESS a poet’s use of voice, style,

motif, figurative language, sound

devices, rhyme scheme, poetic form,

symbolism, and theme in a sonnet

sequence.

DIFFERENTIATE between

various literary/poetic devices and

ASSESS/CRITIQUE their

effectiveness in a particular work of

literature.

EXPRESS how socio-economic,

historical, and cultural events and

developments influenced the poets

of the English Renaissance.

COMMUNICATE how author’s

purpose affects a reader’s

interpretation and reaction to a text.

In SHORT ESSAY RESPONSES and/or

on formal tests about the assigned literature,

LOCATE, DEFINE, and EXPLAIN these

poetic devices in poems from the English

Renaissance Period: alliteration, allusion,

antithesis, apostrophe, assonance,

conceit, consonance, figurative language,

hyperbole, imagery, irony, lyric,

metaphor, meter, metonymy, mood,

motif, oxymoron, paradox, pastoral,

personification, point of view, refrain,

repetition, rhyme, rhyme scheme, setting,

simile, sonnet, sonnet sequence, speaker,

stanza, symbol, synecdoche, theme, tone,

understatement

SELECT a sonnet from the English

Renaissance period to INTERPRET,

ANALYZE, and CRITIQUE. Use a

TPCASTT format to ORGANIZE your

inferences, RELATE your reactions, and

COMPOSE written A.C.E. responses about

the poem. Form at

http://skyview.vansd.org/bquestad/cw/poetr

y/TPCASTT%20Template.htm

CLASSIFY and GIVE EXAMPLES of the

ideas and beliefs that formed the basis of

ancient Greek and Roman culture and art

and those of the English Renaissance.

CORRELATE the ideas/beliefs of the two

time periods to show how they are alike and

Glencoe British Literature textbook:

“Sonnet 31” and “Sonnet 39” by Sir

Philip Sidney

“Sonnet 1,” “Sonnet 26,” and “Sonnet

75” by Edmund Spenser

“Sonnet 29,” “Sonnet 73,” “Sonnet

116,” “Sonnet 130” by William

Shakespeare

“To His Son” by Sir Walter Raleigh

“Whoso List to Hunt” by Sir Thomas

Wyatt

“The Passionate Shepherd to His

Love” by Christopher Marlowe

“The Nymph’s Reply to the

Shepherd” by Sir Walter Raleigh

“A Litany in Time of Plague” by

Thomas Nash

From Sonnet Central

http://www.sonnets.org/spenser.htm#081 "Most glorious Lord of life, that on

this day" by Edmund Spenser

"Fair is my love, when her fair golden

hairs" by Edmund Spenser

From Sonnet Central

http://www.sonnets.org/sidney.htm#002 "Not at the first sight..." by Sir Philip

Sidney

"Alas, have I not pain enough" by Sir

Philip Sidney

"Fly, fly, my friends..." by Sir Philip

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading

http://skyview.vansd.org/bquestad/cw/poetry/TPCASTT%20Template.htm


http://www.sonnets.org/spenser.htm#081

http://www.sonnets.org/sidney.htm#002



12th

Grade


Time Frame: 2nd

Quarter


literary forms?






how they are different. GENERATE a

WRITTEN ANALYSIS or technology-

based presentation that

COMPARES/CONTRASTS the world

views of the ancient Greeks and Romans

with that of the citizens of the English

Renaissance.

INTERPRET one or more poems from the

English Renaissance period. Make

INFERENCES as to how social and historical

events influenced the poet’s work. PRODUCE a

written poetry analysis paper or a technology-

based multimedia presentation (iMovie,

youtube.com video, PowerPoint, Promethean

board flipchart, etc.) that DEMONSTRATES

your ability to read and make inferences about a

work of literature and DEFEND your inferences

logically.

SELECT one of the poets from the English

Renaissance unit and conduct RESEARCH

into his or her background; formulate a

thesis that addresses how the socio-

historical period in which he/she lived

influenced his/her writing. Following the

steps of a formal research paper,

COMPOSE a working bibliography,

notes/notecards, outline, rough draft, edited

paper, appropriate citations and

bibliography, following either MLA or

APA format for research.

Sidney

"Come, let me write..." by Sir Philip

Sidney

From Sonnet Central

http://www.sonnets.org/petrarch.htm “She ruled in beauty o'er this heart of

mine” by Petrarch

“Doth any maiden seek the glorious

fame” by Petrarch

“Those eyes, 'neath which my

passionate rapture rose” by Petrarch

Shakespeare’s Sonnets

http://www.shakespeares-

sonnets.com/sonnet/index.php

TPCASTT form:

http://skyview.vansd.org/bquestad/cw/poet

ry/TPCASTT%20Template.htm

Poetry Analysis organizers and handouts:

http://www.mrscassel.com/helpful_handou

ts.htm#WRITING_ABOUT_READING_S

ECTION_STARTS_HERE

Poem: “A Description of Love” by Sir

Walter Raleigh

http://www.luminarium.org/renlit/nowwha

tislove.htm

text(s), makes a clear critical judgment of the text, & supports student’s idea w/ detailed references to the text(s). Recognize & analyze culturally specific customs, traditions, & symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://www.sonnets.org/petrarch.htm

http://www.shakespeares-sonnets.com/sonnet/index.php

http://www.shakespeares-sonnets.com/sonnet/index.php



http://www.mrscassel.com/helpful_handouts.htm#WRITING_ABOUT_READING_SECTION_STARTS_HERE



http://www.luminarium.org/renlit/nowwhatislove.htm

http://www.luminarium.org/renlit/nowwhatislove.htm



12th

Grade


Time Frame: 2nd

Quarter


literary forms?





CCSS Activities Assessment Resources NM Targets Poem: “The Doleful Lay of Clorinda” (1595)

By Mary Hurbert, Countess of Pembroke

http://luminarium.org/renlit/dolefull.htm

http://luminarium.org/renlit/dolefull.htm



12th

Grade

Unit 2C: The English Renaissance: William Shakespeare

Time Frame: 2nd

Quarter


Why and how did William Shakespeare draw upon classical models from ancient Greece and Rome, as well as upon the flowering of English verse during the Renaissance, to

elevate English drama to its pinnacle?

Who was William Shakespeare and why is he often called the greatest writer of all time?

How did the flowering of English language during the Renaissance influence the writing of William Shakespeare?

How did historical and social developments influence the writing of William Shakespeare?


Reading

Comprehension

• RL 11/12. 1

• RL11/12. 3

• RL11/12. 5

• RL11/12.6

• RI 11/12.5

Literature

• RL 11/12. 3

• RL 11/12. 5

• RL 11/12. 9

• RL 11/12. 10

• RI 11/12.8

• RI 11/12. 9

• RI 11/12. 10

Writing

• W 11/12.1

• W 11/12. 2

• W 11/12.4

• W 11/12. 5

• W 11/12.6

• W 11/12.7

• W 11/12. 8

Word Analysis

• RL 11/12.4

• RI 11/12.4

• SL 11/12. 6

• L 11/12. 2

• L 11/12. 3

DEFINE the traits of

tragedy and comedy in the

theater.

DEVELOP understanding

of the English Renaissance

theater experience,

especially as it pertained to

the Globe Theatre.

DEVELOP understanding

of the patronage system in

the arts, and especially how

patronage played a role in

Shakespeare’s subject

matter and spin on historical

figures and events.

MAKE SENSE OF Elizabethan language found

in Shakespeare’s plays.

INTERPRET selections

from Shakespeare’s plays;

IDENTIFY and

ANALYZE his use of

allusion, direct and indirect

characterization, figurative

language, meter, motif,

oxymoron, personification,

and symbolism.

READ informational texts

READ informational texts and DEVELOP a

response to the question, “Who was

Shakespeare?” OUTLINE the evidence you

gather from the informational texts and

COMMUNICATE and DEFEND your

argument/conclusion. CITE your sources

appropriately and produce a bibliography.

(Product may be either written or oral.)

READ informational texts and DEVELOP a

response to the question, “Why is William

Shakespeare often called the greatest writer

of all time?” OUTLINE the evidence you

gather from the informational texts and

COMMUNICATE and DEFEND your

argument/conclusion. CITE your sources

appropriately and produce a bibliography.

(Product may be either written or oral.)

READ (or actively view) selected scenes

from play(s) by Shakespeare;

PARAPHRASE conflict, plot, and

ARTICULATE how socio-historical events

and the need for patronage may have

influenced the tone of the play. COMPOSE

a brief literary analysis paper in which you

EXPRESS your opinions and conclusions,

DEFENDING your point of view with

appropriate examples from the text(s) as well

as with personal logic.

SELECT several passages from

MacBeth by William Shakespeare

Twelfth Night by William Shakespeare

The Tempest by William Shakespeare

Taming of the Shrew by William Shakespeare

Henry V by William Shakespeare

Richard III by William Shakespeare

Merchant of Venice by William Shakespeare

A Midsummer Night’s Dream by William

Shakespeare

FILM: As You Like It (The Dramatic Works Of

William Shakespeare)

RISD Materials Center DVD-0399

FILM: Hamlet (starring Mel Gibson) RISD

Materials Center DVD-0591

FILM: Macbeth (The Dramatic Works Of



FILM: A Midsummer Night's Dream (The

Dramatic Works Of William)


FILM: Othello (The Dramatic Works Of



FILM: Hamlet (modern dress, starring Patrick

Stewart and David Tennant)

http://www.pbs.org/arts/gallery/shakespeare-

three-tragedies/hamlet-full-performance-video/

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, & supports student’s idea w/ detailed references to the text(s). Recognize & analyze culturally specific customs, traditions, &

http://www.pbs.org/arts/gallery/shakespeare-three-tragedies/hamlet-full-performance-video/

http://www.pbs.org/arts/gallery/shakespeare-three-tragedies/hamlet-full-performance-video/



12th

Grade


Time Frame: 2nd

Quarter








and DEVELOP an

argument that answers the

question, “Who was

Shakespeare and why is he

often called the greatest

writer of all time?”

COMPARE and

CONTRAST the

experiences of reading

Shakespeare’s plays with

viewing the plays;

FORMULATE a short

comparison/contrast paper

based on the experience.

Shakespeare’s play(s) that contain direct or

indirect characterizations of two or more

characters. CLASSIFY the examples as

direct characterization or indirect

characterization on a CHART.

SUBDIVIDE the examples according to

these character traits: appearance,

temperament/mood, motivation, personality.

Use the completed chart to COMPOSE a

comparison-contrast character analysis of the

characters you have EVALUATED.

LOCATE a scene from one of the assigned

Shakespeare plays that made a strong

impression on you. REWRITE the scene in

appropriate modern English. PERFORM

your updated DRAMATIZATION.

MODEL your skit on the theater-in-the-

round style of Shakespeare’s Globe Theatre,

engaging your audience as Renaissance

actors would have done during

Shakespeare’s day. Provide a performance

rubric so that classmates may ASSESS your

rewriting and performance of Shakespeare’s

material.

OBSERVE a film adaptation of one or more

of Shakespeare’s plays. RECORD on a

graphic organizer the main characters in the

play, as well as the unique characteristics the

actors give to each character to make him or

her stand out and seem dynamic and

FILM: Macbeth (modern setting, starring

Patrick Stewart)

http://www.pbs.org/wnet/gperf/episodes/macbet

h/watch-the-full-program/1030/

Folger Library and PBS Present King Lear for

Teachers and Students

http://www.folger.edu/template.cfm?cid=3172

PBS FRONTLINE: The Shakespeare Mystery

http://www.pbs.org/wgbh/pages/frontline/shake

speare/

PBS.org: In Search of Shakespeare

http://www.pbs.org/shakespeare/

“Who Was Shakespeare? The Story Behind

Anonymous” By Diane Dreher Ph.D.,

Psychology Today

http://www.psychologytoday.com/blog/your-

personal-renaissance/201111/who-was-

shakespeare

Time Magazine Presents “The Mystery of

Shakespeare's Identity” By Jumana Farouky

http://www.time.com/time/printout/0,8816,166

1619,00.html

“Hunting for Good Will: Will the Real

Shakespeare Please Stand Up?” BY MICHAEL

SATCHELL, U.S. News & World Report

http://www.usnews.com/usnews/doubleissue/m

ysteries/shakespeare.htm

The Shakespeare Resource Center

http://www.bardweb.net/index.html

symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://www.pbs.org/wnet/gperf/episodes/macbeth/watch-the-full-program/1030/

http://www.pbs.org/wnet/gperf/episodes/macbeth/watch-the-full-program/1030/

http://www.folger.edu/template.cfm?cid=3172

http://www.pbs.org/wgbh/pages/frontline/shakespeare/

http://www.pbs.org/wgbh/pages/frontline/shakespeare/

http://www.pbs.org/shakespeare/

http://www.psychologytoday.com/blog/your-personal-renaissance/201111/who-was-shakespeare



http://www.time.com/time/printout/0,8816,1661619,00.html

http://www.time.com/time/printout/0,8816,1661619,00.html

http://www.usnews.com/usnews/doubleissue/mysteries/shakespeare.htm

http://www.usnews.com/usnews/doubleissue/mysteries/shakespeare.htm

http://www.bardweb.net/index.html



12th

Grade


Time Frame: 2nd

Quarter








believable. COMPARE-CONTRAST the

experience of reading the play with viewing

a performance of the play. PRODUCE an

EDITORIAL or other piece of writing in

which you argue for or against studying

Shakespeare strictly as a reading activity.

OBSERVE a film adaptation of one of

Shakespeare’s plays. RECORD on a graphic

organizer the main characters in the play, the

names of the actors/actresses playing the

parts, as well as the unique characteristics

the actors give to each character to make him

or her stand out and seem dynamic and

believable. RECORD information about the

costuming, set design, lighting, musical

score, and use of camera angles to add

interest to the film adaptation. COMPOSE a

film review of the movie adaptation of

Shakespeare’s play.

The Shakespeare Authorship Page

http://shakespeareauthorship.com

Parody of Macbeth

http://www.wtsof.com/watch/S20E20-four-great-women-and-a-manicure Parody of Hamlet: part of “Tales from the

Public Domain”—“Do the Bard, Man”.

http://www.wtsof.com/watch/S13E14-

tales-from-the-public-domain

http://shakespeareauthorship.com/

http://www.wtsof.com/watch/S20E20-four-great-women-and-a-manicure

http://www.wtsof.com/watch/S20E20-four-great-women-and-a-manicure

http://www.wtsof.com/watch/S13E14-tales-from-the-public-domain

http://www.wtsof.com/watch/S13E14-tales-from-the-public-domain



12th

Grade


Time Frame: 2nd

Quarter









In the play MacBeth by William

Shakespeare, the character of King Duncan

Appears only briefly, yet continues to be a

very significant presence throughout the

entire play. ANALYZE how King Duncan

affects the emotional, psychological, and

physical state of being of another character

in the play, and how he affects the conflicts

and themes that develop throughout the play,

even after he dies. Do not merely summarize

the plot; instead, explain your critical

thinking and insights, using examples from

the play, and write your response in a

thoughtful, well-organized essay.


Queen Elizabeth I once said, “A strength to

harm is perilous in the hand of an ambitious

head.” In an essay, ANALYZE Macbeth by

William Shakespeare and RELATE how

this theme is developed through develop

plot, conflict, motivation, and

characterization. DEVELOP and DEFEND

your argument.



12th

Grade

Unit 3: From Puritanism to the Enlightenment

Time Frame: 2nd Quarter


How and why did the English Civil War and Age of Enlightenment unleash religious, social, academic, and political forces that challenged and ultimately swept away the

monarchy as the center of political and intellectual activity, introducing a more competitive and dynamic social, intellectual, and artistic environment?

What were the causes of the English Civil War? Who was Charles I and why was he executed? How did his execution alter English religious, political, intellectual, and

literary activity?

Who were the Puritans/Calvinists and the Cavaliers? What beliefs motivated each group, and how are their beliefs reflected in their literary output?

How did the Commonwealth and Protectorate Periods affect English literature?

What developments and ideas define the Age of Enlightenment?

What are the characteristics of the Schools of Ben Jonson and John Dunne?

How is Paradise Lost by John Milton a reflection of both humanist and Puritan thought and creativity?



• RL 11/12. 1

• RL11/12. 3

• RL11/12. 5

• RL11/12.6

• RI 11/12.5

Literature

• RL 11/12. 3

• RL 11/12. 5

• RL 11/12. 9

• RL 11/12. 10

• RI 11/12.8

• RI 11/12. 9

• RI 11/12. 10

Writing

• W 11/12.1

• W 11/12. 2

• W 11/12.4

• W 11/12. 5

• W 11/12.6

• W 11/12.7

• W 11/12. 8

Word Analysis

• RL 11/12.4

• RI 11/12.4

• SL 11/12. 6

• L 11/12. 2

• L 11/12. 3

IDENTIFY and SEQUENCE the

causes of the English Civil War.

GIVE EXAMPLES of the Civil

War altered the old monarchy-

based culture and influenced

literature and the arts.

IDENTIFY Charles I and

EXPLAIN why he and his

subjects clashed so fiercely.

SUMMARIZE the Petition of

Rights, 1628, and

ARTICULATE how this

document relates to other human

rights documents with which the

student is familiar (for example,

The Unites States’ Declaration of

Independence and/or Bill of

Rights).

IDENTIFY the

Puritan/Calvanists and the

Cavaliers. DEFINE the basic

beliefs and motives of each group.

TRACE the historic and artistic

development of each group.

RECOGNIZE how each group

influenced the literature of their

time, as well as literature of later

periods.

SELECT several illustrations by

different artists who have interpreted

Paradise Lost. COMPARE-

CONTRAST the style of each

illustrator and PRODUCE a

CRITIQUE of each illustrator’s

interpretation of the work of

literature.

RESEARCH Ben Jonson and the

Sons of Ben. PREPARE a

multimedia introduction of Ben

Jonson and his influence on the

young poets known as the Sons of

Ben.

CHOOSE one or two poetic works

from the unit and complete a formal

poetry ANALYSIS using this

template:http://www.docstoc.com/d

ocs/24551083/Poetry-Analysis-

Template

Following the SOAPS format

(http://www.cvsd.org/university/clas

ses/eng/alentz/documents/U__APLI

T_Poetry_Methods%20for%20Anal

yzing%20Poetry.pdf ), ANALYZE

Primary source: “The Execution of Charles I, 1649”

http://eyewitnesstohistory.com/charlesI.htm

Primary source: “The Great Fire of London, 1666”

http://eyewitnesstohistory.com/londonfire.htm

Primary source: “King Charles I's Speech at his Trial,

January 1649”

http://www.constitution.org/primarysources/charles.ht

ml

The Petition of Rights, 1628

http://www.constitution.org/eng/petright.htm

Primary source: Protests of the House of Commons

(grievances against Charles I)

http://www.constitution.org/primarysources/protests.ht

ml

Modern History Sourcebook: The Crime of Galileo:

Indictment and Abjuration of 1633

http://www.fordham.edu/halsall/mod/1630galileo.asp

Primary source: THE CONFESSION OF FAITH OF

THE KIRK OF SCOTLAND: OR THE NATIONAL

COVENANT, WITH A DESIGNATION OF SUCH

ACTS OF PARLIAMENT AS ARE EXPEDIENT FOR

JUSTIFYING THE UNION AFTER MENTIONED.

http://www.covenanter.org/Westminster/nationalcoven

ant.htm

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, & supports student’s idea w/ detailed references to the text(s).

http://www.docstoc.com/docs/24551083/Poetry-Analysis-Template



http://www.cvsd.org/university/classes/eng/alentz/documents/U__APLIT_Poetry_Methods%20for%20Analyzing%20Poetry.pdf




http://eyewitnesstohistory.com/charlesI.htm

http://eyewitnesstohistory.com/londonfire.htm

http://www.constitution.org/primarysources/charles.html

http://www.constitution.org/primarysources/charles.html

http://www.constitution.org/eng/petright.htm

http://www.constitution.org/primarysources/protests.html

http://www.constitution.org/primarysources/protests.html

http://www.fordham.edu/halsall/mod/1630galileo.asp

http://www.covenanter.org/Westminster/nationalcovenant.htm

http://www.covenanter.org/Westminster/nationalcovenant.htm



12th

Grade







literary activity?







DEFINE the Age of

Enlightenment. SUMMARIZE

the scientific, political, artistic,

and social changes that define the

Age of Enlightenment.

COMPARE-CONTRAST the

Renaissance with the Age of

Enlightenment.

IDENTIFY John Milton and

EXPLAIN how Paradise

Lost is a reflection of both

humanist and Puritan

thoughts.

the work of one of the poets in this

unit

ANALYZE a poem or work of

prose using the DIDLS: The Tone

Acronym format

(http://www.cvsd.org/university/clas

ses/eng/alentz/documents/U__APLI

T_Poetry_Methods%20for%20Anal

yzing%20Poetry.pdf


John Milton wrote, “For what

can war, but endless war, still

breed?” EXAMINE Milton’s

epic poem Paradise Lost and

DECIDE how this quotation is

expressed as a theme of the

poem. FORMULATE an essay

in which you DEFEND your

deductions and demonstrate how

this theme is developed through

characterizations and plot in

Paradise Lost.

The English Civil War: A People’s History by Diane

Purkiss

http://www.independent.co.uk/arts-

entertainment/books/reviews/the-english-civil-war-a-

peoples-history-by-diane-purkiss-477769.html

Lex Rex, Samuel Rutherford (1644). (This treatise

systematized the Calvinistic political theories)

http://associate.com/ministry_files/Other_Electronic_T

exts/Various_Texts/Lex_Rex.shtml

AREOPAGITICA :A SPEECH FOR THE LIBERTY OF

UNLICENSED PRINTING

TO THE PARLIAMENT OF ENGLAND By John

Milton

http://www.gutenberg.org/files/608/608-h/608-h.htm

The Trial and Execution of Charles I

http://www.historylearningsite.co.uk/CharlesI_executio

n.htm

Modern History Sourcebook: Commonwealth

Instrument of Government, 1653

http://www.fordham.edu/halsall/mod/1653intrumentgo

vt.asp

A Treatise of Civil Power in Ecclesiastical Causes,

Showing That It Is Not Lawful for Any Power on Earth

to Compel In Matters of Religion by John Milton

http://www.dartmouth.edu/~milton/reading_room/civil

_power/index.shtml

Recognize & analyze culturally specific customs, traditions, & symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).





http://www.independent.co.uk/arts-entertainment/books/reviews/the-english-civil-war-a-peoples-history-by-diane-purkiss-477769.html



http://associate.com/ministry_files/Other_Electronic_Texts/Various_Texts/Lex_Rex.shtml

http://associate.com/ministry_files/Other_Electronic_Texts/Various_Texts/Lex_Rex.shtml

http://www.gutenberg.org/files/608/608-h/608-h.htm

http://www.historylearningsite.co.uk/CharlesI_execution.htm

http://www.historylearningsite.co.uk/CharlesI_execution.htm

http://www.fordham.edu/halsall/mod/1653intrumentgovt.asp

http://www.fordham.edu/halsall/mod/1653intrumentgovt.asp

http://www.dartmouth.edu/~milton/reading_room/civil_power/index.shtml

http://www.dartmouth.edu/~milton/reading_room/civil_power/index.shtml



12th

Grade







literary activity?








Ben Jonson wrote, “He knows

not his own strength that has not

met adversity.” DEDUCE how

this theme is expressed in one or

more of Jonson’s poems.

EXPLAIN how the poet uses

figurative language, imagery,

and conflict to express and

develop the theme in the

poem(s).

The Declaration of Breda: April 4, 1660 by Charles II

http://www.constitution.org/primarysources/breda.html

Age of Enlightenment

http://smarthistory.khanacademy.org/1700-1800-Age-

of-Enlightenment.html

“What was the impact of the Age of Enlightenment?”

by Jessika Toothman

http://history.howstuffworks.com/european-

history/impact-age-of-enlightenment.htm

The Age of Enlightenment by Martin Frost

http://www.martinfrost.ws/htmlfiles/enlightenment_ag

e.html

ILLUSTRATIONS FOR PARADISE LOST

http://www.paradiselost.org/4-stories-pictures.html

New Arts Library, Paradise Lost Study Guide: A

simple guide to John Milton's complicated masterpiece

http://www.paradiselost.org/

SLIDESHARE: Metaphysical Poet John Donne

http://www.slideshare.net/vishakhamaheta/metaphysica

l-poet-john-donne

Project Canterbury: The Life of Dr. John Donne by

Izaak Walton

http://anglicanhistory.org/walton/donne.html

http://www.constitution.org/primarysources/breda.html

http://smarthistory.khanacademy.org/1700-1800-Age-of-Enlightenment.html

http://smarthistory.khanacademy.org/1700-1800-Age-of-Enlightenment.html

http://history.howstuffworks.com/european-history/impact-age-of-enlightenment.htm

http://history.howstuffworks.com/european-history/impact-age-of-enlightenment.htm

http://www.martinfrost.ws/htmlfiles/enlightenment_age.html

http://www.martinfrost.ws/htmlfiles/enlightenment_age.html

http://www.paradiselost.org/4-stories-pictures.html

http://www.paradiselost.org/

http://www.slideshare.net/vishakhamaheta/metaphysical-poet-john-donne

http://www.slideshare.net/vishakhamaheta/metaphysical-poet-john-donne

http://anglicanhistory.org/walton/donne.html



12th

Grade







literary activity?






CCSS Activities Assessment Resources NM Targets The Works of John Donne

http://www.luminarium.org/sevenlit/donne/donnebib.ht

m

The Life of Ben Jonson

http://www.luminarium.org/sevenlit/jonson/benbio.htm

The Works of Ben Jonson

http://www.luminarium.org/sevenlit/jonson/benbib.htm

The Cavalier Poets

http://www.luminarium.org/sevenlit/cavintro.htm

Cavalier Poetry and Drama

http://www.enotes.com/cavalier-poetry-and-drama-

criticism/cavalier-poetry-and-drama

A Brief Guide to Metaphysical Poets

http://www.poets.org/viewmedia.php/prmMID/5662

The Metaphysical Poets: A Study Guide

http://www.universalteacher.org.uk/poetry/metaphys.ht

m

Metaphysical Poets

http://www.luminarium.org/sevenlit/metaintro.htm

“’Weep Wretched Man’—Civil War in Poetry” by

Kenneth Baker

http://historytoday.com/kenneth-baker/’weep-

wretched-man’-civil-war-poetry

http://www.luminarium.org/sevenlit/donne/donnebib.htm

http://www.luminarium.org/sevenlit/donne/donnebib.htm

http://www.luminarium.org/sevenlit/jonson/benbio.htm

http://www.luminarium.org/sevenlit/jonson/benbib.htm

http://www.luminarium.org/sevenlit/cavintro.htm

http://www.enotes.com/cavalier-poetry-and-drama-criticism/cavalier-poetry-and-drama

http://www.enotes.com/cavalier-poetry-and-drama-criticism/cavalier-poetry-and-drama

http://www.poets.org/viewmedia.php/prmMID/5662

http://www.universalteacher.org.uk/poetry/metaphys.htm

http://www.universalteacher.org.uk/poetry/metaphys.htm

http://www.luminarium.org/sevenlit/metaintro.htm

http://historytoday.com/kenneth-baker/'weep-wretched-man'-civil-war-poetry

http://historytoday.com/kenneth-baker/'weep-wretched-man'-civil-war-poetry



12th

Grade







literary activity?






CCSS Activities Assessment Resources NM Targets After the Civil War: A Look at the Histiography of

What Followed the British Civil Wars: The Republic

Led by Oliver Cromwell

http://www.historytoday.com/sarah-mortimer/after-

civil-wars

“Oliver Cromwell and the Parliaments” by David

Smith

http://www.historytoday.com/david-smith/oliver-

cromwell-and-parliaments

http://www.historytoday.com/sarah-mortimer/after-civil-wars

http://www.historytoday.com/sarah-mortimer/after-civil-wars

http://www.historytoday.com/david-smith/oliver-cromwell-and-parliaments

http://www.historytoday.com/david-smith/oliver-cromwell-and-parliaments



12th

Grade

Unit 4: The Triumph of Romanticism, 1750-1837 Time Frame: 3rd

Quarter

Essential Questions: Inspired by the dramatic socio-political changes wrought by the American and French Revolutions, writers and artists of the Romantic Age embraced a

world-view that emphasized emotion over logic, or the heart over the head. How did the American and French Revolutions directly and indirectly threaten the stability of the British social and political systems?

How did British conservatives and liberals react to the revolutions of the late 18th century? How are their reactions expressed in the literature and art of the Romantic Age?

How are the lives of the common people depicted in the literature and art of the Romantic Age?

How did Romantic writers and artists react to the dynamic changes that accompanied the Industrial Revolution?

How does Romantic literature differ from the literature of previous literary periods?



• RL 11/12. 1

• RL11/12. 3

• RL11/12. 5

• RL11/12.6

• RI 11/12.5

Literature

• RL 11/12. 3

• RL 11/12. 5

• RL 11/12. 9

• RL 11/12. 10

• RI 11/12.8

• RI 11/12. 9

• RI 11/12. 10

Writing

• W 11/12.1

• W 11/12. 2

• W 11/12.4

• W 11/12. 5

• W 11/12.6

• W 11/12.7

• W 11/12. 8

Word Analysis

• RL 11/12.4

• RI 11/12.4

• SL 11/12. 6

• L 11/12. 2

• L 11/12. 3

EXPLAIN how the events and

underlying philosophies and

grievances of the American and the

French revolutions directly and

indirectly threatened the stability of

British society and government.

ARTICULATE how literature from

the Romantic Age expresses

concerns about the Industrial

Revolution and the need for socio-

political reforms.

CLASSIFY and

DIFFERENTIATE the reactions of

conservatives and liberals to the

socio-political developments during

the Romantic Age.

ASSESS how the lives of the

common people are depicted in the

art and literature of the Romantic

Age.

COMPARE and CONTRAST the

philosophies, style, world-view,

subject matter, and author’s

purposes of Romantic literature with

those from previous literary periods.

VIEW the first silent film adaptation of

Frankenstein (1910), available for

download at http://www.archive,org or

by searching on youtube.com. WRITE

a critique of how the themes, characters,

and plot of the novel are treated in this

earliest film adaptation of the classic

novel.

COPARE AND CONTRAST in a

formal literary analysis essay the

parallels between the modern debate

about cloning and genetic engineering

and the themes and events depicted in

Frankenstein by Mary Shelley.

PREPARE a detailed CHART using

art images from the time period and

original caption of your own creation to

visually organize and explain the events

of the American and French revolutions

and how they influenced British social

and political attitudes and actions during

the Romantic Age. Include relevant

quotations from works of literature by

Romantic writers.

EXAMINE several Romantic Age

British writers’ depiction of everyday

life for the ordinary man or woman in

England. What do the works have in

common? How do they differ?

DISCUSS your findings in a formal

essay or present your findings in a

multimedia presentation (PowerPoint,

Promethean Board flipchart,

British Women Romantic Poets, 1789 - 1832

http://digital.lib.ucdavis.edu/projects/bwrp/

Overview of British Romanticism & Poets

from That Era

http://www.brighthubeducation.com/homewor

k-help-literature/29741-characteristics-of-

british-romanticism/

Introduction to Romanticism

http://academic.brooklyn.cuny.edu/english/me

lani/cs6/rom.html

The Literature Network: Romanticism

http://www.online-

literature.com/periods/romanticism.php

LITERARY ROMANTICISM

http://mural.uv.es/olvazji/romanticism.html

The Literary Gothic

http://www.litgothic.com/Authors/mshelley.ht

ml

The Life and Work of Lord Byron

http://englishhistory.net/byron.html

America During the Age of Revolution

http://memory.loc.gov/ammem/collections/co

ntinental/timeline.html

Infer limitations of a text based on types of evidence offered by the author of a text. Apply knowledge of rhetorical modes & lit. devices to analyze, interpret, & critique effect of the author’s purpose on the text & the reader’s interpretation. Analyze texts to identify jargon & specialized terminology needing clarification/definition in order for student to comprehend, analyze, &/or critique a text. Use a variety of syntactical structures to produce effective sentences that are grammatically correct & that express complex ideas. Construct a well-developed argument using rhetorical strategies to effectively present a position on a topic & fulfill author’s purpose. Create a lit. response essay that demonstrates a strong grasp of the reading text(s), makes a clear critical judgment of the text, & supports student’s idea w/ detailed references to the text(s). Recognize & analyze culturally

http://digital.lib.ucdavis.edu/projects/bwrp/

http://www.brighthubeducation.com/homework-help-literature/29741-characteristics-of-british-romanticism/



http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html

http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html

http://www.online-literature.com/periods/romanticism.php

http://www.online-literature.com/periods/romanticism.php

http://mural.uv.es/olvazji/romanticism.html

http://www.litgothic.com/Authors/mshelley.html

http://www.litgothic.com/Authors/mshelley.html

http://englishhistory.net/byron.html

http://memory.loc.gov/ammem/collections/continental/timeline.html

http://memory.loc.gov/ammem/collections/continental/timeline.html



12th

Grade


Quarter








youtube.com video, social media site,

etc.)

With a classmate, PREPARE a skit in

which one of you assumes the identity

of a writer from the Age of

Enlightenment period and the other

assumes the identity of a writer from the

Romantic Age. Engage in a

DISCUSSION or DEBATE about how

nature should be regarded and how

natural resources should be used.

CREATE a series of original

illustrations for works by William

Blake, Samuel Taylor Coleridge, etc.

CREATE a puppet show based on Rime

of the Ancient Mariner and perform the

puppet show for classmates.


In Chapter 15 of Frankenstein by

Mary Shelley, the Monster relates to

Victor Frankenstein his experiences

living near and spying upon a

family. The Monster tells Victor,

“… I discovered some papers in the

pocket of the dress which I had taken

from your laboratory. At first I had

neglected them; but now that I was able

to decipher the characters in which they

were written, I began to study them with

diligence. It was your journal of the four

months that preceded my creation. You

minutely described in these papers every

Liberty, Equality, and Fraternity: Exploring

the French Revolution

http://chnm.gmu.edu/revolution/

Industrial Revolution in Britain

http://www1.umassd.edu/ir/

The William Blake Archive

http://www.blakearchive.org/blake/

The Art and Illustrations of William Blake

http://www.ibiblio.org/wm/paint/auth/blake/

The Norton Anthology of Literature: The

Romantic Age—Overview

http://www.wwnorton.com/college/english/na

el/romantic/review/summary.htm

(Frankenstein tie-in) Is Developing Artificial

Intelligence Ethical? (video)

http://video.pbs.org/video/2365036848

(Frankenstein tie-in) Why Do We Love

Zombies? (video)


Movie: Frankenstein (1910)

http://www.youtube.com/watch?v=TcLxsOJK9bs

specific customs, traditions, & symbols in literary works from the British/world canons. Analyze/ critique works of lit. from the British/world canons for historical & literary significance & what the texts suggest about the time periods & socio-cultural contexts in which they were written. Identify, apply, & analyze knowledge of lit. elements in oral/written analyses/critiques of works of lit. (see list of target words in preface materials).

http://chnm.gmu.edu/revolution/

http://www1.umassd.edu/ir/

http://www.blakearchive.org/blake/

http://www.ibiblio.org/wm/paint/auth/blake/

http://www.wwnorton.com/college/english/nael/romantic/review/summary.htm

http://www.wwnorton.com/college/english/nael/romantic/review/summary.htm







12th

Grade


Quarter







CCSS Activities Assessment Resources NM Targets step you took in the progress of your

work; this history was mingled with

accounts of domestic occurrences. You,

doubtless, recollect these papers. Here

they are. Everything is related in them

which bears reference to my accursed

origin; the whole detail of that series of

disgusting circumstances which

produced it is set in view; the minutest

description of my odious and loathsome

person is given, in language which

painted your own horrors and rendered

mine indelible. I sickened as I read…

Why did you form a monster so hideous

that even _you_ turned from me in

disgust? …”

Choose one:

(a.) What responsibility does Dr.

Viktor Frankenstein bear for

the care of and quality of life

led by his creation, the

Monster, if any, in your

opinion? EXPLAIN and

DEFEND your

ARGUMENT in a well-

written persuasive essay.

(b.) A “monster” is defined as a

person or a creature whose

cruel behavior or inhumanity

terrifies, repels, disgusts, or

injures others. Considering

this definition and the events

in Frankenstein, who is really

the “monster” in the novel,

and why? DEFEND your

ARGUMENT.

“Science and Shelley: What Mary Knew” by

Patricia Fara

http://www.historytoday.com/patricia-

fara/science-shelley-what-mary-knew

Discovery Channel Presents Prophets of

Science Fiction: Mary Shelley (3 video clips)

http://science.discovery.com/tv-

shows/prophets-of-science-

fiction/videos/mary-shelley.htm

Full Episode: Discovery Channel Presents

Prophets of Science Fiction: Mary Shelley

http://youtube.com/watch?v=keQx8E0aHGU

A Cultural History of Mary Shelley’s

Frankenstein

http://www.mtholyoke.edu/course/rschwart/hi

st257s02/students/Becky/welcome.html

The Lady and Her Monsters: Real-life

Frankensteins and How Mary Shelley’s

Masterpiece Came to Life – The Experiments

and Reanimations of Mary Shelley, Luigi

Galvani, and Giovanni Aldini

http://www.brainpickings.org/index.php/2013/

03/05/the-lady-and-her-monsters/

The Times Literary Supplement: “How Muriel

Sparks Rescued Mary Shelley” by Kathryn

Hughes

http://www.the-

tls.co.uk/tls/public/article1249782.ece

http://www.historytoday.com/patricia-fara/science-shelley-what-mary-knew

http://www.historytoday.com/patricia-fara/science-shelley-what-mary-knew

http://science.discovery.com/tv-shows/prophets-of-science-fiction/videos/mary-shelley.htm



http://youtube.com/watch?v=keQx8E0aHGU

http://www.mtholyoke.edu/course/rschwart/hist257s02/students/Becky/welcome.html

http://www.mtholyoke.edu/course/rschwart/hist257s02/students/Becky/welcome.html

http://www.brainpickings.org/index.php/2013/03/05/the-lady-and-her-monsters/

http://www.brainpickings.org/index.php/2013/03/05/the-lady-and-her-monsters/

http://www.the-tls.co.uk/tls/public/article1249782.ece

http://www.the-tls.co.uk/tls/public/article1249782.ece

common core state standards (ccss) addressed in … maps/la gr 12... · common core state standards...

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