teacher: core english ii year: 2012-13 course: english ii ...€¦ · literary devices. apply...

Teacher: CORE ENGLISH II Year: 2012-13

Course: ENGLISH II Month: All Months

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Shakespeare's Macbeth

Essential

Questions Content Skills Assessments Lessons

Learning

Benchmarks Standards

How does

Aristotle's

Poetics apply to

the structure of a

Shakespearean

tragedy?

How does

natural imagery

contribute to

tone and mood?

How do shame

and guilt

function in

character

development?

Shakespeare's

play,

MACBETH

Poem "Out, Out"

Arthur Miller's

"Tragedy and

the Common"

Reference to

Holingshed's

Chronicles

Film: Polanski's

Macbeth

Scotland, PA

Orson Welles

h

Analyzing

Soliloquy

Identify and

Apply Dramatic

Conventions and

Literary

Devices.

Apply concepts

of Aritotle's

Poetics and

Freytag's

Pyramid

Recognize and

analyze

connotation,

denotation,

subtext, stage

directions etc.

Predict

outcomes,

character

motivation,

influence of

minor

Formative

questioning and

reponse in

journal writing

12/31/2012

Quotations

Quizzes

12/31/2012

Expository

Essay: tracing

symbols, motifs,

compare/contrast

characters,

contemporary

connections.

12/31/2012

Discussion of

themes

12/31/2012

Scene

presentations

12/31/2012

Summative Test

12/31/2012

See A1-A4 on

Mission

Statement

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

Use

communicaion

for a range of

purposes (e.g. to

1.05-Discussion ~

Identify and practice

techniques such as

setting time limits for

speakers and deadlines

for decision-making to

improve productivity of

group discussions. For

example, in preparation

for a student council

meeting, students plan an

agenda for discussion,

including how long they

will allow each speaker

to present a case or

argument. They build

into their agenda time for

making decisions and

taking votes on key

issues.

2.05-Questioning,

Listening, and

Contributing ~

Summarize in a coherent

characters.

Identify and

explain themes.

Compare and

contrast foil

characters.

Recognize the

use of dramatic

irony in plot

development

and catharsis

Analyze the

elements of play

production: set

design, costume,

props, directorial

perspectives.

Macbeth Padeia

Seminar

9/1/2012

inform, instruct,

motivate, and

persuade).

and organized way

information and ideas

learned from a focused

discussion. For example,

students discuss

similarities and

differences in the social

and political contexts for

the views of Thoreau,

Gandhi, and Martin

Luther King, Jr. on civil

disobedience. Then they

summarize what they

learned from the

discussion, noting those

similarities and

differences.

3.14-Oral Presentation ~

Give formal and

informal talks to various

audiences and for

various purposes using

appropriate level of

formality and rhetorical

devices.

4.23-Vocabulary and

Concept Development ~

Identify and use

correctly idioms,

cognates, words with

literal and figurative

meanings, and patterns

of word changes that

indicate different

meanings or functions.

4.24-Vocabulary and


Use knowledge of

Greek, Latin, and Norse

mythology, the Bible,

and other works often

alluded to in British and

American literature to

understand the meanings

of new words. For

example, students come

across the word

narcissistic in a literary

work and reread the

myth of Narcissus and

Echo to understand the

meaning of narcissistic.

After they encounter the

words genetic or

mercury in their readings

for science, they read a

portion of Genesis to

understand genetic, or

the myth about the god

Mercury to understand

the meaning of mercury

or mercurial.

15.07-Style and

Language ~ Evaluate

how an author's choice

of words advances the

theme or purpose of a

work. For example,

while viewing a

historical documentary,

students analyze how the

scripted voice-over

narration complements

the spoken excerpts from

period diaries, letters,

and newspaper reports.

17.07-Dramatic

Literature ~ Identify and

analyze how dramatic

conventions support,

interpret, and enhance

dramatic text. For

example, students

analyze the function of

the chorus in Aeschylus'

Agamemnon,

considering its dual role

as advisor to characters

as well as informant to

the audience.

18.05-Dramatic Reading

and Performance ~

Develop, communicate,

and sustain consistent

characters in

improvisational, formal,

and informal productions

and create scoring guides

with categories and

criteria for assessment of

presentations. For

example, students stage

and enact a courtroom

scene from literature

such as Lawrence's

Inherit the Wind or

Rattigan's The Winslow

Boy based on student-

and/or teacher-created

scoring guides, and

evaluate their own and

other

students'performances

using the guide.

19.26-Writing ~

Informational/Expository

Writing ~ Write well-

organized essays

(persuasive, literary,

personal) that have a

clear focus, logical

development, effective

use of detail, and variety

in sentence structure.

19.27-Writing ~



organized research

papers that prove a thesis

statement using logical

organization, effective

supporting evidence, and

variety in sentence

structure.

20.05-Consideration of

Audience and Purpose ~

Use different levels of

formality, style, and tone

when composing for

different audiences. For

example, students write

short personal essays on

a variety of topics such

as beliefs, goals,

achievements, memories,

heroes, or heroines.

Students decide on an

audience and purpose for

their pamphlet, such as a

rÃ©sumÃ© for a

prospective employer, an

introduction to their next

year's teachers, or a gift

for a family member.

They discuss possible

variations in topics,

formality of language,

and presentation that

might be dictated by the

different audiences, and

then they write and

revise their personal

essays in accordance

with the discussions they

have had and the criteria

they have developed.

They design and create

their pamphlets and send

their published work to

the intended audience.

21.08-Revising ~ Revise

writing by attending to

topic/idea development,

organization, level of

detail, language/style,

sentence structure,

grammar and usage, and

mechanics.

22.09-Standard English

Conventions ~ Use

knowledge of types of

clauses (main and

subordinate), verbals

(gerunds, infinitives,

participles), mechanics

(semicolons, colons,

hyphens), usage (tense

consistency), sentence

structure (parallel

structure), and standard

English spelling when

writing and editing.

23.12-Organizing Ideas

in Writing ~ Integrate all

elements of fiction to

emphasize the theme and

tone of the story.


in Writing ~ Organize

ideas for a critical essay

about literature or a

research report with an

original thesis statement

in the introduction, well

constructed paragraphs

that build an effective

argument, transition

sentences to link

paragraphs into a

coherent whole, and a

conclusion. For example,

students write an essay

on the causes for the

murder of Lenny in Of

Mice and Men, by John

Steinbeck. They choose

the deductive approach,

describing the murder

and then explaining the

causes, or the inductive

approach, explaining the

causes and then

describing the murder.

26.05-Analysis of Media

~ Analyze visual or aural

techniques used in a

media message for a

particular audience and

evaluate their

effectiveness.

O

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Romanticism

Essential


Learning


How do we use

language to

manipulate

and/or elevate?

How and why are

norms created?

How do shame

and guilt shape

character?

Mary Shelley's

"Frankenstein"

Selected Poems

by William Blake

Selected Poems

by William

Wordsworth

"Ode on a

Grecian Urn" by

John Keats

"Ozymandias" by

Percy Bysshe

Shelley

"She Walks in

Beauty" by Lord

Byron

"The Lorelei" by

Heinrich Heine

"Kubla Khan"

and "The Rime of

the Ancient

Mariner" by

demonstrate the

difference

between

rationalism and

romanticism

relate the works

read to their time

period

identify the use

of figurative

language

organize ideas

into a well-

formed essay

identify the

characteristics of

a gothic novel

identify the

characteristics of

a satire

define and apply

vocabulary in

and out of

context

contribute to

class discussions

about the novel

Reading Checks

11/1/2012

Five Paragraph

Essay on

Romantic

Concerns

11/1/2012

Romanticism

Test 11/1/2012

Frankenstein

Padeia Seminar

11/1/2012

Frankenstein

Padeia Seminar

11/1/2012

Journal

Responses

11/1/2012

Think creatively.

Be open and

responsive to

new and diverse

perspectives;

incorporate group

iput and feedback

into the work.

Analyze and

evaluate

evidence,

arguments,

claims, and

beliefs.

Use

communication

for a range of

purposes (eg. to

inform, instruct,

motivate and

persuade).

2.05-Questioning,

Listening, and

Contributing ~

Summarize in a

coherent and

organized way

information and

ideas learned from a

focused discussion.

For example,

students discuss

similarities and

differences in the

social and political

contexts for the

views of Thoreau,

Gandhi, and Martin

Luther King, Jr. on

civil disobedience.

Then they

summarize what

they learned from

the discussion,

noting those

similarities and

differences.

4.23-Vocabulary

and Concept

Samuel Taylor

Coleridge

"Faust" by

Johann Wolfgang

von Goethe

Mel Brook's

"Young

Frankenstein"

Development ~

Identify and use

correctly idioms,

cognates, words

with literal and

figurative meanings,

and patterns of word

changes that

indicate different

meanings or

functions.

8.29-Understanding

a Text ~

Imaginative/Literary

Texts ~ Identify and

analyze patterns of

imagery or

symbolism.

8.30-Understanding

a Text ~



interpret themes and

give supporting

evidence from a

text.

12.05-Fiction ~

Locate and analyze

such elements in

fiction as point of

view,

foreshadowing, and

irony. For example,

after reading a short

story such as Saki's

â€œThe Open

Window,â€•

students work in

small groups to

analyze the story for

these elements and

present evidence

supporting their

ideas to the class.

14.05.01-Poetry ~

Identify, respond to,

and analyze the

effects of sound,

form, figurative

language, graphics,

and dramatic

structure of poems:

sound (alliteration,

onomatopoeia,

rhyme scheme,

consonance,

assonance);

14.05.03-Poetry ~

Identify, respond to,

and analyze the

effects of sound,

form, figurative

language, graphics,

and dramatic

structure of poems:

figurative language

(personification,

metaphor, simile,

hyperbole,

symbolism); and

23.13-Organizing

Ideas in Writing ~

Organize ideas for a

critical essay about

literature or a

research report with

an original thesis

statement in the

introduction, well

constructed

paragraphs that

build an effective


sentences to link

paragraphs into a

coherent whole, and

a conclusion. For

example, students

write an essay on

the causes for the

murder of Lenny in

Of Mice and Men,

by John Steinbeck.

They choose the

deductive approach,

describing the

murder and then

explaining the

causes, or the

inductive approach,

explaining the

causes and then

describing the

murder.

RH.9-10.2-

Determine the

central ideas or

information of a

primary or

secondary source;

provide an accurate

summary of how

key events or ideas

develop over the

course of the text.

RH.9-10.4-

Determine the

meaning of words

and phrases as they

are used in a text,

including

vocabulary

describing political,

social, or economic

aspects of

history/social

science.

RH.9-10.5-Analyze

how a text uses

structure to

emphasize key

points or advance an

explanation or

analysis.

WHST.9-10.1-

Write arguments

focused on

discipline-specific

content.

WHST.9-10.1.d-

Establish and

maintain a formal

style and objective

tone while attending

to the norms and

conventions of the

discipline in which

they are writing.

WHST.9-10.2.b-

Develop the topic

with well-chosen,

relevant, and

sufficient facts,

extended

definitions, concrete

details, quotations,

or other information

and examples

appropriate to the

audience's

knowledge of the

topic.

WHST.9-10.2.c-Use

varied transitions

and sentence

structures to link the

major sections of

the text, create

cohesion, and

clarify the

relationships among

ideas and concepts.

D

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Language and Power in Orwell's Animal Farm

Essential


Learning


EQ-How does

language

manipulate

and/or elevate?

SQ-How is

propaganda used

to accomplish

political goals?

SQ-What are the

elements of a

persuasive

speech?

SQ-How are

language and

power related?

SQ-How can

history be

changed through

language?

SQ-How does

review historical

context of

Russian

Revolution

"Politics and the

English

Language"

Orwell

"The Freedom

of the Press"

Orwell

ANIMAL

FARM Orwell

"Shooting an

Elephant"

identify

elements of

persuasive

speech (see

powerpoint in

sf)

analyze Old

Major's speech

according to the

elements of

good speech

create a timeline

comparing the

events of the

Russian

Revolution with

ANIMAL

FARM

identify the

elements of

allegory, satire

Top 10

Quotations Quiz

10/31/2012

Metaphorical

Analysis of

"Beasts of

England"

10/31/2012

Classwork

Discussion

Questions

10/31/2012

Vocabulary

Quiz 10/31/2012

Reading quizzes

10/31/2012

Test: MC, Chart,

ID's, Short

Answer, Essay

10/31/2012

Writing a

Reference

"Expectations

for Student

Learning"

A1, A2, A3

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

1.05-Discussion ~


techniques such as


speakers and deadlines

for decision-making to

improve productivity of

group discussions. For

example, in preparation

for a student council

meeting, students plan an

agenda for discussion,

including how long they

will allow each speaker

to present a case or


into their agenda time for

making decisions and

taking votes on key

issues.


language shape

moral

perspective?

and fable in the

novel

point out the

relationship

between the

animal

characters and

their historical

counterparts

Deconstructing

propaganda

Analyze literary

theme

recognize and

explain

symbolism

within the text

of Animal Farm

recognize

vocabulary in

context and

apply

vocabulary to

other contexts

Speech

10/31/2012

Give formal and


audiences and for




devices.


Analyze effective

speeches made for a

variety of purposes and

prepare and deliver a

speech containing some

of these features. For

example, students study

the rhetoric of formal

speaking by reading or

listening to such

memorable speeches as

John F. Kennedy's

inaugural address, one of

Franklin D. Roosevelt's

â€œfireside chats,â€• or

Susan B. Anthony's

â€œPetition to Congress

for Women's

Suffrage.â€• After

analyzing several of

these models, students

write and deliver a short

persuasive speech on a

current topic of interest.

4.24-Vocabulary and


Use knowledge of

Greek, Latin, and Norse

mythology, the Bible,

and other works often

alluded to in British and

American literature to

understand the meanings

of new words. For

example, students come

across the word

narcissistic in a literary

work and reread the

myth of Narcissus and

Echo to understand the

meaning of narcissistic.

After they encounter the

words genetic or

mercury in their readings

for science, they read a

portion of Genesis to

understand genetic, or

the myth about the god

Mercury to understand

the meaning of mercury

or mercurial.

4.25-Vocabulary and


Use general dictionaries,

specialized dictionaries,

thesauruses, or related

references as needed to

increase learning.

19.27-Writing ~



organized research





variety in sentence

structure.





when composing for





as beliefs, goals,






rÃ©sumÃ© for a











then they write and














tone of the story.




media message for a


evaluate their

effectiveness.

J

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Midyear Examination

Essential


Learning


Cumulative

assessement of

all texts and

Study habits

Time

Midyear Exam

1/31/2013

Study Guide

skills studied and

learned since

September.

MCAS format

Management

Marking up a text

recall

inference,

analysis and

using multiple

works as

evidence in an

essay

comparative

essay

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American Literature I / Voices for Freedom

Essential


Learning


How does

language

manipulate and

or elevate?

The

Autobiography

of Benjamin

Franklin

from The Crisis

To His

Excellency,

General

Washington by

Phillis Wheatley

Speech in the

Virginia

Convention

Patrick Henry

MCAS

Preparation

Identifying and

using a

rhetorical

question.

Recognizing an

aphorism.

Solving

analogies

Definining

vocabulary in

context.

using software

to create a travel

brochure

Research

historical sites in

an American

America's Cities

Pamphlet

2/28/2013

Speech Analysis

Quiz 2/28/2013

Speech Writing

2/28/2013

See

"Expectations

for Student

Learning"

A1, A2, A3, A4

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

Students are able

4.23-Vocabulary and


Identify and use

correctly idioms,





indicate different


13.24-Nonfiction ~

Analyze the logic and

use of evidence in an

author's argument

15.07-Style and

Language ~ Evaluate


city.

Analyze a

newspaper

editorial.

Recognizing

modes of

persuasion

Writing a

proposal

to read non-

fiction texts

actively and

critically for a

variety of

purposes



work. For example,

while viewing a



scripted voice-over





15.08-Style and

Language ~ Identify and

describe the importance

of sentence variety in the

overall effectiveness of

an imaginary/literary or

informational/expository

work.

19.26-Writing ~



organized essays











when composing for





as beliefs, goals,






rÃ©sumÃ© for a











then they write and















sentence structure,


mechanics.

27.06-Production ~

Create media

presentations that

effectively use graphics,

images, and/or sound to

present a distinctive

point of view on a topic.

For example, in

preparation for a local

election, students in a

television production

class prepare for a debate

among the candidates.

They write an

introductory script and

questions for the

candidates, then plan

how they will use three

cameras: a wide-angle

view of all candidates on

stage; a close-up view of

each candidate for

answers and reaction

shots; and reaction shots

of the audience.

Man's Inhumanity to Man

Essential


Learning


EQ-How do we

cultivate the

courage to fight

persecution?

EQ-How do

shame and guilt

shape character?

SQ-Why does

genocide occur?

SQ-How is

dehumanization

used to gain

power?

SQ-What is the

importance of

bearing witness?

Wiesel NIGHT

Wiesel "Keep

Memory Alive"

Camus "The

Guest"

Holocaust Images

Powerpoint

Excerpt from

DIARY OF

ANNE FRANK

Excerpt from

HIROSHIMA-

Hersey

Ogden "The

Hangman"

"Assault on

History" Bob

Keeler

"Life is

Beautiful"

Benigni film

give examples of

literary devices

used in the novel

and explain how

and why they are

used (see shared

folder-literature

skills)

define and apply

vocabulary in and

out of context

produce personal

journal responses

define and apply

vocabulary

related to historo-

cultural context

(see shared

folder)

summarizing

quotations and

direct statements

to identify

characters' traits

relating

historical/current

events, genocide

recognizing of

Reading checks

11/30/2012

post novel & post

movie prompts

11/30/2012

literary device

identifications

11/30/2012

Creative Writing

11/30/2012

See "Expectations

for Student

Learning" A1-A4

Students organize

and present

information

appropriately

Students are able

to read non-

fiction texts

actively and

critically for a

variety of

purposes

autobiography &

memoir

Short stories

Essential


Learning


Occurence at

Owl Creek

Tell Tale Heart -

Poe

The Birthmark -

Hawthorne

Fall of the House

of Usher - Poe

Cask of

Amontillado -

Poe

The Lottery -

Shirley Jackson

Identify

Elements of a

short story

M

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c

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Colonialism

Essential


Learning


What does it

mean to be

"other" ?

How do humans

respond to the at

which is

different?

How has

Things Fall Apart

by Chinua

Achebe

"Prayer to Masks"

by Leopold

Senghor

“A Far Cry from

Africa” by Derek

Identify and

explain motives

of imperialism

Analyze effects of

colonialism on

the natives and

colonizers

Classwork

Discussion

Questions

9/30/2012

Vocabulary Quiz

9/30/2012

Reading quizzes

9/30/2012

Students organize

and present

information

appropriately

Students

understand and

appreciate

fictional texts

imperialism

affeced

indigenous

cultures?

Why does

humanity creat

hierarchies?

Walcott

"The Second

Coming" by

William Butler

Yeats

"The White Man's

Burden" by

Rudyard Kipling

"A Parody of 'The

White Man's

Burden" by

Ernest Crosby

"Shooting an

Elephant" by

George Orwell

"When Mr.

Pizarda Came to

Dine" excerpt by

Jhumpa Lahiri

"Heart of

Darkness"

(excerpt) by

Joseph Conrad

"Killing Hope"

(excerpt) William

Blum

Poisonwood

Bible (excerpt) by

Barbara

Kingsolver

Recognize and

explain the

conflicts that arise

from cultural

ignorance

Analyze

definitions of

identity

Review part of a

paragraph

Review MLA and

intext citations

Marking up a text

Identity Masks

9/30/2012

Journal

Reflections

9/30/2012

Colonialism Test

9/30/2012

Times of Persecution

Essential


Learning


How do shame

and guilt shape

character?

How do we find

the courage to

fight

persecution?

How and why

are norms

created?

How are humans

vulnerable to

intimidation,

manipulation,

lies, rumors?

What are the

societal effects of

a theocracy?

Arthur Miller's

The Crucible

Hawthorne

Scarlet Letter

Hawthorne

"Young

Goodman

Brown"

Hawthorne "The

Minister's Black

Veil"

film "Good

Night and Good

Luck"

Edwards

"Sinners in the

Hands of an

Angry God"

dramatic reading

connecting

historical events

Research

historical

contexts: Puritan

& McCarthy eras

compare and

contrast reasons

for persecution

during two eras

trace motifs and

symbolism

analyze character

development

making

connections to

contemporary

issues around

alienation and

isolation

learning and

understanding

specific

vocabulary

examining the

results of

persecution and

Study Questions-

The Crucible

3/31/2013

Scarlet Letter

study questions

3/31/2013

Scarlet Letter

Journals

3/31/2013

Vocabulary

Quizzes

3/31/2013

Scarlet Letter

and The Crucible

Research

Assignment

3/31/2013

Debate

3/31/2013

See

"Expectations for

Student

Learning"

see A1, A2, A3,

& A4

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

1.05-Discussion ~


techniques such as


speakers and

deadlines for

decision-making to

improve productivity

of group discussions.

For example, in

preparation for a

student council

meeting, students

plan an agenda for

discussion, including

how long they will

allow each speaker to

present a case or


into their agenda time

for making decisions

and taking votes on

key issues.

2.05-Questioning,

Listening, and

Contributing ~

Summarize in a

coherent and

mass hysteria

(short and long

term)

analyzing the

process of

creating a film

from a book

debate

organized way


learned from a

focused discussion.

For example, students

discuss similarities

and differences in the

social and political

contexts for the views

of Thoreau, Gandhi,

and Martin Luther

King, Jr. on civil

disobedience. Then

they summarize what

they learned from the

discussion, noting

those similarities and

differences.

9.06-Making

Connections ~ Relate

a literary work to

primary source

documents of its

literary period or

historical setting. For

example, students

read The Scarlet

Letter, by Nathaniel

Hawthorne. In order

to deepen their

understanding of the

early colonial period

and of Puritan beliefs,

they read poems by

Anne Bradstreet,

transcripts of witch

trials in Salem,

â€œSinners in the

Hands of an Angry

God,â€• by Jonathan

Edwards (a sermon

written during the

Great Awakening),

and excerpts from

several colonial-era

diaries (Judge Sewall,

William Byrd III,

Mary Rowlandson).

Then students relate

what they have

learned to events,

characters, and

themes in The Scarlet

Letter.

11.05-Theme ~

Apply knowledge of

the concept that the

theme or meaning of

a selection represents

a view or comment

on life, and provide

support from the text

for the identified

themes. For example,

students analyze and

compare selections

from Russell Baker's

Growing Up and Ed

McClanahan's

Natural Man, or from

Gabriel Garcia-

Marquez's Love in

the Time of Cholera

and Reynold Price's

Long and Happy Life,

as variations on a

theme.

12.05-Fiction ~

Locate and analyze

such elements in

fiction as point of

view, foreshadowing,

and irony. For

example, after

reading a short story

such as Saki's

â€œThe Open

Window,â€•

students work in

small groups to

analyze the story for

these elements and

present evidence

supporting their ideas

to the class.

15.07-Style and

Language ~ Evaluate

how an author's

choice of words

advances the theme

or purpose of a work.

For example, while

viewing a historical

documentary,

students analyze how

the scripted voice-

over narration

complements the

spoken excerpts from


and newspaper

reports.

17.07-Dramatic

Literature ~ Identify

and analyze how

dramatic conventions

support, interpret, and

enhance dramatic

text. For example,

students analyze the

function of the chorus

in Aeschylus'

Agamemnon,

considering its dual

role as advisor to

characters as well as

informant to the

audience.

18.05-Dramatic

Reading and

Performance ~

Develop,

communicate, and

sustain consistent

characters in

improvisational,

formal, and informal

productions and

create scoring guides

with categories and

criteria for

assessment of

presentations. For

example, students

stage and enact a

courtroom scene from

literature such as

Lawrence's Inherit the

Wind or Rattigan's

The Winslow Boy

based on student-

and/or teacher-

created scoring

guides, and evaluate

their own and other

students'performances

using the guide.

24.05-Research ~

Formulate open-

ended research

questions and apply

steps for obtaining

and evaluating

information from a

variety of sources,

organizing

information,

documenting sources

in a consistent and

standard format, and

presenting research.

For example, after

reading an article

about record high

prices for Van Gogh

paintings in current

auctions, a student

decides to research

whether Van Gogh's

paintings have

continuously been so

popular and

expensive. He begins

by reading 20th

century art historians,

then turns to primary

sources such as 19th

century French

reviews, the artist's

diaries, letters, and

account books. His

final report uses

supporting evidence

from all these

sources.

26.05-Analysis of

Media ~ Analyze

visual or aural


media message for a

particular audience

and evaluate their

effectiveness.

A

p

r

i

l

Injustice and Prejudice

Essential


Learning


How do we find

the courage to

fight

persecutions?

How and why

are the norms

created?

Hansberry-A

Raisin in the

Sun

Harper Lee- To

Kill a

Mockingbird

conduct, organize,

and present research

connect literature to

historical, cultural,

and social events

practice close-

reading of literary

texts through

passage analysis

build

vocabulary: analyze

how terms are

employed in-context

and employ terms in

writing and

discussion

practice elocution

practice/build skills

Independent Reading

Questions 4/1/2013

Reading Quizzes

4/1/2013

Oral Presentation--

How does the time in

which a text is

created influences a

text's meaning and

cultural importance?

4/1/2013

Vocabulary Quizzes

4/1/2013

Comparison/Contrast-

-Freytag's Pyramid--

Does Freytag's

Pyramid reflect the

plot of "A Raisin in

the Sun"? 4/1/2013

Expository Essay

4/1/2013

Journal Responses

4/1/2013

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

in formal expository

essay writing--this

includes the creation

of a clear,

defensible thesis;

the

outline/organizing

principle(s); first to

final drafts; editing

compare and

contrast a text to its

film version, and

analyze how/why a

film's director might

make decisions

Apply Freytag's

Pyramid to a

twentieth century

dramatic text and

analyze/synthesize

this theory's

applicability

analyze how an

author uses diction,

rhetorical and

literary devices to

influence tone and

meaning (literal and

figurative)

Analysis of Text to

Film 4/1/2013

analyze how/why

authors use symbols

to build motifs and

underscore themes

M

a

y

Sophomore Exposition/FInal Exam

Essential


Learning


Student generated

essential question

related to EXPO

topic.

Organizational

binder

Research Paper

Oral Presentation

Independent

research on

student generated

EXPO

topic: readings

include fiction

and non-fiction

texts (digital and

print sources) as

well as on-line

databases (such as

those available

through EBSCO)

organize and

present

information in

multiple formats--

Powerpoint,

Binder, Timeline,

Outline, Research

Paper, Oral

Presentation

Research,

analysis,synthesis

incorporate

research and

analysis into a

research

paper, using the

MLA format for

in-text citations

and a works cited

practice and build

Binder 5/31/2013

Research Paper

5/31/2013

Oral Presentation

5/31/2013

Students organize

and present

information

appropriately

Students

understand and

appreciate

fictional texts

Students are able

to read non-

fiction texts

actively and

critically for a

variety of

purposes

upon oral

presentation skills

document/cite

sources according

to MLA

guidelines:

employ in-text

citations, create

formal works

cited .

make connections

between historical

and literary

events and current

international

events and issues

J

u

n

e

Concerns of the Modern World

Essential


Learning


How are the new

concerns of the

modern world

reflected in 20th

century art and

literature?

How and why

do people feel

increasingly

Kafka The

Metamorphosis

Modernism

powerpoint

Modern poetry

by Yeats, Pound,

Eliot, etc.

Analyze how

form reflects

content in poems

Identify the

characteristics

and applications

of

Expressionism,

Freudianism,

Ism Powerpoint

1/31/2013

Expository

Essay

1/31/2013

Students

organize and

present

information

appropriately

Students

understand and

appreciate


Give formal and


audiences and for




devices.

4.23-Vocabulary and

alienated in the

twentieth

century?

Surrealism,

Existentialism

and Imagism

Analyze use of

literary devices

in poetry

fictional texts


Identify and use

correctly idioms,





indicate different


5.27-Structure and

Origins of Modern

English ~ Identify

rhetorically functional

sentence structure

(parallelism, properly

placed modifiers).

5.28-Structure and

Origins of Modern

English ~ Identify

correct mechanics


hyphens), correct usage

(tense consistency), and

correct sentence

structure (parallel

structure).

8.29-Understanding a

Text ~



analyze patterns of

imagery or symbolism.


Text ~



interpret themes and give

supporting evidence

from a text.

10.05-Genre ~ Compare

and contrast the

presentation of a theme

or topic across genres to

explain how the

selection of genre shapes

the message. For

example, students

compare and contrast

three reactions to

Lincoln's death: Walt

Whitman's poem, â€œO

Captain, My

Captain,â€• Frederick

Douglass's eulogy, and

the report in the New

York Times on April 12,

1865. They make

specific contrasts

between the impersonal

newspaper report and the

personal poem and

eulogy and between the

two personal genres.

11.05-Theme ~ Apply

knowledge of the

concept that the theme or

meaning of a selection

represents a view or

comment on life, and

provide support from the

text for the identified



compare selections from

Russell Baker's Growing

Up and Ed

McClanahan's Natural

Man, or from Gabriel

Garcia-Marquez's Love

in the Time of Cholera

and Reynold Price's

Long and Happy Life, as

variations on a theme.

12.05-Fiction ~ Locate

and analyze such

elements in fiction as

point of view,

foreshadowing, and

irony. For example, after


such as Saki's â€œThe

Open Window,â€•

students work in small

groups to analyze the

story for these elements

and present evidence

supporting their ideas to

the class.

14.05.01-Poetry ~

Identify, respond to, and

analyze the effects of

sound, form, figurative

language, graphics, and

dramatic structure of

poems: sound

(alliteration,

onomatopoeia, rhyme

scheme, consonance,

assonance);

14.05.02-Poetry ~






poems: form (ballad,

sonnet, heroic couplets);

14.05.03-Poetry ~






poems: figurative

language

(personification,

metaphor, simile,

hyperbole, symbolism);

and

14.05.04-Poetry ~






poems: dramatic

structure. For example,

students respond to,

analyze, and compare a

variety of poems that

exemplify the range of

the poet's dramatic

powerâ€”such as Robert

Browning's â€œMy Last

Duchess,â€•Elizabeth

Bishop's â€œFish,â€•

Robert Frost's â€œOut,

out . . .â€• (along with

Macbeth's soliloquy in

Act V), Amy Lowell's

â€œPatterns,â€• and

Edwin Markham's

â€œMan with the

Hoe.â€•

15.07-Style and

Language ~ Evaluate




work. For example,

while viewing a



scripted voice-over





15.08-Style and







work.

19.26-Writing ~



organized essays











when composing for





as beliefs, goals,



Conventions ~ Use

knowledge of types of

clauses (main and

subordinate), verbals

(gerunds, infinitives,

participles), mechanics


hyphens), usage (tense

consistency), sentence

structure (parallel

structure), and standard

English spelling when

writing and editing.











sentences to link

paragraphs into a













causes and then


24.05-Research ~

Formulate open-ended

research questions and

apply steps for obtaining

and evaluating

information from a

variety of sources,

organizing information,

documenting sources in

a consistent and standard

format, and presenting

research. For example,

after reading an article

about record high prices

for Van Gogh paintings

in current auctions, a

student decides to

research whether Van

Gogh's paintings have

continuously been so

popular and expensive.

He begins by reading

20th century art

historians, then turns to

primary sources such as

19th century French

reviews, the artist's

diaries, letters, and

account books. His final

report uses supporting

evidence from all these

sources.

27.06-Production ~

Create media

presentations that

effectively use graphics,

images, and/or sound to

present a distinctive

point of view on a topic.

For example, in

preparation for a local

election, students in a

television production

class prepare for a debate

among the candidates.

They write an

introductory script and

questions for the

candidates, then plan

how they will use three

cameras: a wide-angle

view of all candidates on

stage; a close-up view of

each candidate for

answers and reaction

shots; and reaction shots

of the audience.

The function of a civilized society

Essential


Learning


Are humans

inherently

good/evil?

Are humans

products of

nature or

nurture?

EQ-How and

why are norms

created?

LORD OF THE

FLIES Golding

Hobbes, Locke,

Rousseau

powerpoint

(shared folder-

John Locke)

Freud's mind

powerpoint

REACT series

Brooks "Lord of

the Flies" film

Apply Freudian

psychology to

Golding's use of

character

Analyze

allegory and

satire

Consider

modern day

connections to

Golding's

themes

recognize and

define

vocabulary in

literary context

identify literary

devices in novel

(see shared

folder)

Reading and

critical thinking

Symbolic

Drawings

10/31/2012

Webgame

10/31/2012

Reading Checks

10/31/2012

MCAS-Style

Test 10/31/2012

See

"Expectations

for Student

Learning"

A1, A2, A3, A4

Students

organize and

present

information

appropriately

Students

understand and

appreciate

fictional texts

2.05-Questioning,

Listening, and

Contributing ~

Summarize in a coherent

and organized way


learned from a focused

discussion. For example,

students discuss

similarities and

differences in the social

and political contexts for

the views of Thoreau,

Gandhi, and Martin

Luther King, Jr. on civil

disobedience. Then they

summarize what they

learned from the

discussion, noting those

similarities and

differences.

4.23-Vocabulary and


Identify and use

correctly idioms,





indicate different


4.25-Vocabulary and


Use general dictionaries,

specialized dictionaries,

thesauruses, or related

references as needed to

increase learning.

6.09-Formal and

Informal English ~

Identify differences

between the voice, tone,

diction, and syntax used

in media presentations

(documentary films,

news broadcasts, taped

interviews) and these

elements in informal

speech.


Text ~



analyze patterns of

imagery or symbolism.


Text ~



interpret themes and give

supporting evidence

from a text.


Text ~


Texts ~ Analyze the

logic and use of evidence

in an author's argument.

For example, students

read two political

columnists in The

Boston Globe, such as

David Nyhan and Jeff

Jacoby, and identify the

authors'main arguments.

Then they discuss the

strengths and

weaknesses of the

arguments and cite the

authors'best evidence as

set forth in the columns.

9.06-Making

Connections ~ Relate a

literary work to primary

source documents of its

literary period or

historical setting. For

example, students read

The Scarlet Letter, by

Nathaniel Hawthorne. In

order to deepen their

understanding of the

early colonial period and

of Puritan beliefs, they

read poems by Anne

Bradstreet, transcripts of

witch trials in Salem,

â€œSinners in the Hands

of an Angry God,â€• by

Jonathan Edwards (a

sermon written during

the Great Awakening),

and excerpts from

several colonial-era

diaries (Judge Sewall,

William Byrd III, Mary

Rowlandson). Then

students relate what they

have learned to events,

characters, and themes in

The Scarlet Letter.

10.05-Genre ~ Compare

and contrast the

presentation of a theme

or topic across genres to

explain how the

selection of genre shapes

the message. For

example, students

compare and contrast

three reactions to

Lincoln's death: Walt

Whitman's poem, â€œO

Captain, My

Captain,â€• Frederick

Douglass's eulogy, and

the report in the New

York Times on April 12,

1865. They make

specific contrasts

between the impersonal

newspaper report and the

personal poem and

eulogy and between the

two personal genres.

11.05-Theme ~ Apply

knowledge of the

concept that the theme or

meaning of a selection

represents a view or

comment on life, and

provide support from the

text for the identified



compare selections from

Russell Baker's Growing

Up and Ed

McClanahan's Natural

Man, or from Gabriel

Garcia-Marquez's Love

in the Time of Cholera

and Reynold Price's

Long and Happy Life, as

variations on a theme.

12.05-Fiction ~ Locate

and analyze such

elements in fiction as

point of view,

foreshadowing, and

irony. For example, after


such as Saki's â€œThe

Open Window,â€•

students work in small

groups to analyze the

story for these elements

and present evidence

supporting their ideas to

the class.

15.07-Style and

Language ~ Evaluate




work. For example,

while viewing a



scripted voice-over





15.08-Style and







work.

19.26-Writing ~



organized essays







19.27-Writing ~



organized research





variety in sentence

structure.





when composing for





as beliefs, goals,






rÃ©sumÃ© for a











then they write and














tone of the story.











sentences to link

paragraphs into a













causes and then





media message for a


evaluate their

effectiveness.

teacher: core english ii year: 2012-13 course: english ii ...€¦ · literary devices. apply...

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