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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION ENGLISH DEPARTMENT ACADEMIC & HONORS ENGLISH 3 Grade Level: 11 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 25, 2014 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS

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Page 1: ACADEMIC & HONORS ENGLISH III - Freehold … · ACADEMIC & HONORS ENGLISH III Grade Level: 11 ... 4 In addition to score 3, ... The Strange Case of Dr. Jekyll and Mr. Hyde by Robert

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ENGLISH DEPARTMENT

ACADEMIC & HONORS ENGLISH 3

Grade Level: 11

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 25, 2014

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

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

Mr. Charles Sampson, Superintendent Dr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee

Ms. Kimberly Aleski Mr. Anthony Hipsley Mr. Matthew Sauter

Ms. Shantel Scott Ms. Cheryl Soback

Supervisors Ms. Deirdre Bova

Ms. Jane Goldstein Ms. Mary Hough

Ms. Judith Lagana Ms. Melissa Venuto

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ACADEMIC & HONORS ENGLISH III

COURSE PHILOSOPHY

In order to effectively prepare students to pursue their life’s goals, the English program’s learning objectives are based upon the Common Core State Standards. The ultimate goal of English III’s alignment with the Common Core State Standards is to develop a generation of learners who have had a robust and relevant education, reflecting the knowledge and skills that are necessary for success in an increasingly interconnected world. To this end, English III has been designed to make it more relevant and useful to students by focusing each literary unit around skills-based enduring understandings and essential questions. The units have been developed to provide students with a core education that accesses classic and modern texts. Through these texts, units provide opportunities for students to practice skills that will help in the transition from high school to college and career. All of the activities in this guide are aligned to an enduring understanding and practice reading, writing, speaking, and production skills. One of the goals of this curriculum is to encourage the exchange of ideas and best practices for the teaching of the Common Core State Standards through the selection of learning materials. To that end, teachers are invited to select texts and activities from this curriculum that suit the unique needs of their students.

COURSE DESCRIPTION

The English III curriculum is a course of study focusing on the themes of literature. Five distinct thematic units will offer a variety of reading, writing, speaking, and production experiences relevant to the 21st century learner. The literature selected offers students an opportunity to evaluate full and excerpted texts, indiscriminate of culture and gender. Each unit aligns to the Common Core State Standards and include Through Course Assessments (TCAs) to monitor learning throughout the year. Special emphasis should be placed on writing comparative analyses between fiction, non-fiction, and multimedia

texts.

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ACADEMIC & HONORS ENGLISH III

COURSE GOALS

CG1: Students will cite strong and thorough textual evidence to determine the theme or central idea of a text, as well as determine where a text leaves matters uncertain. CG2: Students will analyze and evaluate the author’s use of literary conventions to explore varied themes across literature. CG3: Students will continue to develop a sophisticated writing style to reflect the various elements of the persuasive, expository, and narrative styles required for college and careers. CG4: Students will analyze and synthesize material from primary and secondary sources to create arguments supported by specific and thorough evidence.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS

CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

CEQ1: How does the structure of a text and use of language contribute to understanding literature?

CEU2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

CEQ2: How does diction, including connotative and denotative meanings, contribute to an author’s intent?

CEU3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

CEQ3: How do authors refine and develop central themes?

CEU4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

CEQ4a: How do focus and organization contribute to writing an effective essay? CEQ4b: How does precise language and specific vocabulary help to clarify the purpose of the author’s intent? CEQ4c: How does a writer utilize textual evidence to support an argument? CEQ4d: How can one most effectively utilize technology to produce, refine, publish and share writing? CEQ4e: In what ways can one develop and strengthen writing through creating, refining and collaborating?

CEU5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources.

CEQ5a: How can one use research to support an original idea, premise, or argument? CEQ5b: How does one demonstrate an understanding of a given subject by synthesizing from multiple sources?

CEU6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

CEQ6: How can a writer/speaker clarify and strengthen effective structure utilizing proper grammar, mechanics, and diction?

CEU7: Determining and clarifying meanings of words and phrases will demonstrate an understanding of the nuances of language

CEQ7: How does the acquisition of vocabulary allow individuals to access texts independently?

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ACADEMIC & HONORS ENGLISH III UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

1: The Hero’s Journey Students will analyze the structure of literature in various genres to determine how authorial intent and style convey the hero’s journey by employing varied styles of writing, both broad and focused.

6-8 weeks

2: The Tyrant and the

Influence of Power Students will compose an analytical essay in which they synthesize how an author’s choice of diction, syntax, and literary devices are instrumental in defining the constructive and destructive effects of power.

8-10 weeks

3: Artist as Creator and

Creation Students will effectively utilize the research process to analyze fiction and non-fiction texts toward the construction of various writings that display an understanding of artistic creativity and innovation.

6-8 weeks

4: The Social Critic &

Political Commentary

Students will critique satirical works, then compose an original narrative writing piece in order to demonstrate how authorial and narrative voice affect the understanding of social criticism through language, tone, and connotative and denotative meanings of words.

6-8 weeks

5: Identity &

Individualism

Students will compare and contrast how characters in different literary works shape their identities based on their gender, race, social class, and education and complete various writings both long and short which emphasize synthesis of the above elements.

6-8 weeks

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ACADEMIC & HONORS ENGLISH III

UNIT 1: THE HERO’S JOURNEY RECOMMENDED DURATION: 6-8 weeks

UNIT LEARNING GOALS

Students will compose an argument that analyzes the structure of literature in various genres to determine how authorial intent and style convey the hero’s journey.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The students can:

demonstrate an understanding of the characteristics of the hero’s journey and the ability to analyze thematic connections between multiple texts in various genres (11-12.RL.1, 2; 11-12.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (11-12.W.4,5);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres. Demonstrate this understanding in writing and in verbal communication (11-12.RL.3, 11-12.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (11-12.W.7, 8, 11-12.SL.5, 7).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance or makes larger errors in attempting to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

CEQ1: How does the structure of a text and use of language contribute to understanding literature?

CEU4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

CEQ4a: How do focus and organization contribute to writing an effective essay?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

11-12.RL.1, 2, 5, 10 11-12.RI.5 11-12.W.1 DOK 3

Through Course Assessment #1: Using teacher selected passage(s) from one of the pieces covered in this unit and a teacher selected passage from Joseph Campbell’s Hero with a Thousand Faces, students will write a multi-paragraph essay that applies the structural characteristics of the journey to the passage or passages under examination. Specific textual evidence from at least other three non-fiction resources (print and/or multi-media) are to be used for support.

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LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

The Aeneid by Virgil (translated by Richard S. Caldwell) n/a – non-prose* 9781585100774

Beowulf n/a 9780393320978

Inferno by Dante (translated by Henry Wadsworth Longfellow) n/a – non-prose* 9780486442884

“The Seafarer” and “The Wanderer” (Anglo Saxon text from The Exeter) n/a Persepolis by Marjane Satrapi 380L 9780375714573

The Hunger Games by Suzanne Collins 810L 9780439023481

Life of Pi by Yann Martel 830L 9780547848419

The Kite Runner by Khaled Hosseini 840L 0385660073 The Hobbit by J.R.R. Tolkein 1000L 9780345339683

“Looking Beyond the Veil: Hidden Transcripts in Persepolis” by Sarah Khan 1070L http://www.columbia.edu/itc/uwp/journal/2007/pdf/E1_Khan.pdf

The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson 1110L 9780192834317

The Curious Incident of the Dog In the Night-Time by Mark Haddon 1180L 9781400032716

The Psychological Journey of Bilbo Baggins by Dorothy Matthews (Pg. 29-42)

1380L* 9780875483030

Excerpts from A Hero with a Thousand Faces by Joseph Campbell 1400L* 9781577315933 or http://vymena.grimoar.cz/campbell-the_hero_with_a_thousand_faces.pdf

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

The Hero’s Journey Picture Book: After reading excerpts from A Hero with a Thousand Faces by Joseph Campbell, students will create picture or comic books that show all key parts of the structure of a story about a journey.

Picture/Comic books can be shared as an oral presentation or digitally. Each page of the storybook should be clearly labeled with the structural component of the journey that it represents.

Characteristics of the hero’s journey as outlined by Joseph Campbell DOK 1

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

The Organized Essay: Review patterns for organizing analytical essays. Provide students with sample writing samples organized in various ways. Label each piece with a letter or a number. Students will identify which pattern is represented in the sample. As an extension, students can select a pattern that best suits a given writing prompt.

For students who have trouble organizing their writing, provide models and resources for sample writing samples: Transitions and Organizational Patterns or Patterns of Organization

Patterns of Organization

Chronological Order

Cause & Effect

Problem to Solution

Compare & Contrast Thesis Statement Transitions DOK 1

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

DOK 3

A Picture is Worth a Thousand Words: Students create a visual representation of metaphors, images, words, milestones, key lessons, and themes of their own personal journeys as a point of reflection and reinforcement of the characteristics of a journey.

For students who have trouble organizing information, allow students to organize information visually, using tools such as Pinterest, etc.

Characteristics of the hero’s journey as outlined by Joseph Campbell DOK 1

Comprehend key ideas and details

Comprehend craft and structure

Comprehend integration of knowledge and ideas

Use digital media strategically in presentations to enhance understanding and add interest

DOK 3

Dialectical Journal: In a dual-column format, students will create a chart that tracks a protagonist’s characterization and growth throughout a text. Students should choose passages in which the character exhibits a major change. In the first column, students should record quotations that exhibit the protagonist’s appearance, thoughts, actions, and what other characters say or how they feel about the protagonist. In the second column, students should discuss what the quotation reveals about the character.

For students who have trouble organizing information or who have difficulty with reading comprehension, provide a graphic organizer to chart a character’s growth throughout the text. Possible categories would be: strengths/ weaknesses, conflicts, etc. Teachers may also model a timeline of character progress.

Protagonist Direct quotation Characteristics of the hero’s journey as outlined by Joseph Campbell DOK 1

Interpret how the text supports key ideas with specific details

Analyze key ideas and details in a text as evidence to support

understanding of text

Reflect on key ideas and details in a text as evidence to support understanding of text

Reference evidence from texts and research to support comments and ideas DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

My Character’s Journey: Students should create a picture of each character as an avatar, cartoon, or drawing. They should focus on clothing, style, facial expression, and background to convey the three main traits they have selected. Students should use their creation to develop a story in which the character goes on a journey. As an extension, students may discuss how their character’s journey fits the structure of a journey described in Joseph Campbell’s text.

Use Voki or GoAnimate to create avatars/characters that talk to enhance the activity. These tools may replace hand-drawn sketches or 3D models. Students can post creations to share with classmates. Or, utilize and online sketching platform to create drawings of original characters. For students who have difficulty expressing their thoughts in writing, allow students to present ideas orally. The teacher can offer Venn Diagram model to document their characters vs. Campbell’s text.

Characteristics of the hero’s journey as outlined by Joseph Campbell Characterization Direct characterization Indirect characterization Flat character Round character Dynamic character Static character DOK 1

Design an organized sequence of events with dialogue to develop experiences, events, and/or characters

Use digital media strategically in presentations to enhance understanding and add interest

Comprehend craft and structure

Use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, characters

Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative

Write a narrative that engages the reader with a significant problem, situation, or observation and introduces a narrator and/or characters DOK 3, 4

Guess That Archetype: Play a clip of a current movie trailer or TV show to see if students can determine the archetypes involved. (Make sure they understand that it's not the characters' actions that determine their archetype, but the reasoning behind their actions.) Students can then work in pairs or individually to classify all of the characters in the literature being studied.

For students who have trouble processing information, provide students with an organizer containing the types of archetypes and the definitions of each.

Types of Archetypes http://www.listology.com/list/character-archetypes DOK 1

Reference evidence from texts and research to support comments and ideas

Use digital media strategically in presentations to enhance understanding and add interest DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Chew On This: Either individually or in groups, students should pick a theme from the text. Students should create their own “Chew on This” for the theme they have chosen. These are essentially thesis statements about the theme—arguments to get people thinking. Students should find three quotations from the text to support their thematic statement. These quotes should incorporate the setting, characters, and/or conflicts that show how these literary elements contribute to the message. Students should create a way to spread this message in another form to their friends. They should present their “Chew on This” Statement and—explain why they think it's a solid argument.

Using audio-recording software, such as PodBeam or Apple’s GarageBand and iTunes, record and publish a two- to three-minute presentation to discuss themes or other topics to add an audio component. Students may also create a Twitter feed for the novel. Students can “tweet” thematic statements for “Chew On This” activity or use Twitter to have nightly discussions on the novel.

For students who have trouble analyzing, offer a pre-reading activity where students can trace a theme from a film or piece of literature that they have already viewed/read and come up with a “chew on this” statement. The teacher can model of actual “chew on this” statement. For students who struggle with working independently, set up a “thematic forum” online for the class and have students share information. This can be in form of blog or Twitter discussion.

Setting Types of characters (flat, round, dynamic, static) Conflict DOK 1

Comprehend integration of knowledge and ideas.

Reference evidence from texts and research to support comments and ideas

Question or respond to clarify, verify, or challenge conclusions posed by others

Evaluate a speaker’s reasoning by assessing stance, premises, links among ideas, word choice, points of emphasis, and tone

Use digital media strategically in presentations to enhance understanding and add interest

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

Use technology, including the Internet, to respond to on-going feedback by updating individual/shared products with new arguments and information

Analyze key ideas and details in a text as evidence to support understanding of text DOK 3, 4

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ACADEMIC & HONORS ENGLISH III

UNIT 2: THE TYRANT & THE INFLUENCE OF POWER RECOMMENDED DURATION: 8-10 weeks

UNIT LEARNING GOALS

Students will compose an analytical essay in which they synthesize how an author’s choice of diction, syntax, and literary devices are instrumental in defining the constructive and destructive effects of power.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The students can:

demonstrate an understanding of the characteristics of the “Tyrant & the Influence of Power” and the ability to analyze thematic connections between multiple texts in various genres (11-12.RL.2, 11-12.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (11-12.W.4, 5);

develop the ability to inform, explain, and argue a point in writing which is supported by textual evidence from a single text or multiple texts (11-12.W.1, 2);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres. Demonstrate this understanding in writing and in verbal communication (11-12.RL.3, 11-12.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (11-12.RL.7, 11-12.W.7, 8, 11-12.SL.5).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance in order to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

CEU3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

CEQ3: How do authors refine and develop central themes?

CEU4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

CEQ4: How does a writer utilize textual evidence to support an argument?

CEU7: Determining and clarifying meanings of words and phrases will demonstrate an understating of the nuances of language.

CEQ7: How does the acquisition of vocabulary allow individuals to access texts independently?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

11-12.RL.1, 2, 10 11-12.W.1, 4, 8, 10 DOK 3

Through Course Assessment #2: After reviewing three teacher selected text samples, students will write a multi-paragraph analysis of how creators of text (whether they be writers, illustrators, or screenwriters), utilize diction, syntax, and literary devices to define the constructive and destructive effects of power. Specific textual evidence is to be used for support. Teachers will select from literary passages or works that are included in the unit, as well as relevant nonfiction and multi-media text selections.

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LITERATURE OPTIONS (* Honors classes should include texts of 1300L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

Macbeth by William Shakespeare n/a – non-prose Available in Prentice Hall: The British Tradition; also here: Macbeth: Entire Play

Richard III by William Shakespeare n/a – non-prose Richard III: List of Scenes

“The Second Coming” by William Butler Yeats n/a – non-prose The Second Coming- Poets.org - Poetry, Poems, Bios & More

Selections from Paradise Lost by John Milton’s; suggestions include Book I, Book VI, Book IX, and Book X

n/a – non-prose Paradise Lost (1667)

King Leopold’s Ghost by Adam Hochschild Not available 0618001905

Wuthering Heights by Emily Bronte 880L 9780746075371 Things Fall Apart by Chinua Achebe 890L 0385474547

The Power of One by Bryce Courtenay 940L 9780385732543 Heart of Darkness by Joseph Conrad 1020L 0192833731

“On Macbeth” by Anna Jameson from Macbeth: Bloom's Shakespeare Through the Ages

1310L* Available online from Bloom’s Literary Criticism via the Monmouth County Library

“Ingratitude as Sin in Milton's Paradise Lost” by Michael Gillum from Sin and Redemption: Bloom's Literary Themes

1370L* Available online from Bloom’s Literary Criticism via the Monmouth County Library

Selections from The Prince by Niccolo Machiavelli’s (translated by David Wooton); suggested selections include Chapter 14: That Which Concerns A Prince On The Subject Of The Art Of War, Chapter 15: Concerning Things For Which Men, And Especially Princes, Are Praised Or Blamed, Chapter 16: Concerning Liberality And Meanness, Chapter 17: Concerning Cruelty And Clemency, And Whether It Is Better To Be Loved Than Feared, and Chapter 19: That One Should Avoid Being Despised And Hated

1450L* 0872203166

“Lying as Dying in Heart of Darkness” by Garrett Stewart from Death and Dying: Bloom's Literary Themes

1470L* Available online from Bloom’s Literary Criticism via the Monmouth County Library

"The Plain Devil and Dissembling Look: Ambivalent Physiognomy and Shakespeare's Richard III” by Michael Torrey from Richard III: Bloom's Shakespeare Through the Ages

1900L* Available online from Bloom’s Literary Criticism via the Monmouth County Library

“Making Use of the Past in Things Fall Apart” by Oliver Lovesey from Things Fall Apart: New Edition, Bloom's Modern Critical Interpretations

1940L* Available online from Bloom’s Literary Criticism via the Monmouth County Library

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SUGGESTED FILMS

Macbeth (1971), directed by Roman Polanski Macbeth (2008), presented by Folger Theater and Two River Theater Macbeth (2010), from Great Performances, Season 39, episode 3, featuring Sir Patrick Stewart A Performance of Macbeth (1979), directed by Philip Cassin, featuring Dame Judi Dench and Sir Ian McKellen

Appropriate scenes from: Apocalypse Now (1978), directed by Francis Ford Coppola Richard III (1995), directed by Richard Lonchraine, featuring Sir Ian McKellen Richard III (1955), directed by Sir Lawrence Olivier, featuring Sir Lawrence Olivier

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Recognizing Theme: Students will practice the effective selection of details from the text that support analysis of theme in a literary analysis essay. Students will maintain a dual-column reading journal tracing the development of a theme throughout a given text. Students should record direct quotations and then analyze how those quotations contribute to the overall themes of the work.

For students who have trouble processing abstract concepts, provide an anticipatory set in which students identify a theme in their favorite movie. Teacher should ask students how the theme was identified and recognized by them. This will show students how the process of identifying theme works.

Theme Identification of details Supporting analysis of theme DOK 1, 2

Recognize strong and thorough textual evidence within the text

Identify two or more themes or central ideas of a text

Analyze key ideas and details in a text as evidence to support understanding of text DOK 3

Evaluating Textual Evidence: Students will evaluate the effectiveness and ineffectiveness of student-selected details that support analysis of theme.

Theme Identification of details supporting analysis of theme DOK 1, 2

Recognize strong and thorough textual evidence within the text

Identify two or more themes or central ideas of a text

Analyze key ideas and details in a text as evidence to support understanding of text DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Analyzing Theme: Students will practice the effective identification of textual evidence for use in a literary analysis essay (including summary, paraphrase, and direct quotation, in support of an argument) via outlining their supporting details and then collaboratively critiquing the effectiveness

Incorporation of direct quotes into the text of an essay Parenthetical annotation In-text citation Summary Paraphrase Direct quotation DOK 1, 2

Recognize strong and thorough textual evidence within the text

Identify two or more themes or central ideas of a text

Analyze key ideas and details in a text as evidence to support understanding of text DOK 3

Evaluating Student Writing on Theme: Evaluate sample essays that demonstrate both effective and ineffective use of textual evidence in a literary analysis essay, including summary, paraphrase, and direct quotation, in support of an argument.

MLA formatting Parenthetical annotation In-text citation Summary Paraphrase Direct quotation DOK 1, 2

Recognize strong and thorough textual evidence within the text

Identify two or more themes or central ideas of a text

Analyze key ideas and details in a text as evidence to support understanding of text DOK 3

Applying Terminology: Students will collaboratively discuss the development of theme in selected texts, practicing the correct application of academic and domain-specific terminology for this unit, including theme, tone, mood, symbolism, characterization, conflict, imagery, and setting.

Theme Tone Mood Symbolism Characterization Conflict Imagery Setting DOK 1

Select precise language and domain specific vocabulary to manage the complexity of the text

Use general academic and domain-specific words and phrases at the college and career readiness level DOK 2

Collaborative Discussion of Theme: In a Socratic seminar, students will engage in collaborative discussions regarding the identification and interpretation of the development of theme throughout an individual text and throughout multiple texts covered.

Socratic seminar Theme DOK 1, 2

Reference evidence from texts and research to support comments and ideas DOK 3

Illustrating Theme: students will demonstrate the development of a theme throughout the course of a text via a series of illustration with accompanying captions.

Theme DOK 1

Recognize strong and thorough textual evidence within the text

Identify two or more themes or central ideas of a text DOK 3

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ACADEMIC & HONORS ENGLISH III

UNIT 3: THE ARTIST AS CREATOR & CREATION RECOMMENDED DURATION: 6-8 weeks

UNIT LEARNING GOALS

Students will effectively utilize the research process to analyze fiction and non-fiction texts toward the construction of various writings that display an understanding of artistic creativity and innovation.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The students can:

demonstrate an understanding of the characteristics of the “Artist as Creator and Creation” themes in each text as well as the ability to analyze thematic connections between multiple texts in various genres (11-12.RL.1, 2; 11-12.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process with proper use of textual support and citations (11-12.W.4, 5);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres. Demonstrate this understanding in writing and in verbal communication (11-12.RL.3, 11-12.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (11-12.W.6, 8; 11-12.SL.5; 11-12.RL.7);

write a research paper which demonstrates their ability to utilize and synthesize multiple sources effectively and to develop and support a well thought out thesis throughout the paper (11-12.W.7, 8).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance in order to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

CEU3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

CEQ3: How do authors refine and develop central themes?

CEU4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

CEQ4c: How does a writer utilize textual evidence to support an argument? CEQ4d: How can one most effectively utilize technology to produce, refine, publish and share writing? CEQ4e: In what ways can one develop and strengthen writing through creating, refining and collaborating?

CEU5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources.

CEQ5a: How can one use research to support an original idea, premise, or argument? CEQ5b: How does one demonstrate an understanding of a given subject by synthesizing from multiple sources?

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COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

11.12.RL.1, 2, 4, 5, 10 11.12.RI.1, 10 11-12.W.1, 4, 7, 8, 9, 10 DOK 4

Research Paper: Students will complete a research paper that relates to a specific writer, work, or multiple works by the same writer (Honors 4-6 pages, Academic 3-5 pages). Students will be required to explore the work through a topic that acknowledges the writer’s use of specific literary devices, the reflection or significance of a particular time period/era, and a real world connection such as a social commentary (in a teacher-approved area such as psychology, economics, innovation, creativity, social science, etc.). Depending on the approved topic students can produce:

1) An argumentative research paper (which introduces a precise, knowledgeable claim/argument, establishes the significance of the claim, distinguishes the claim(s) from alternate or opposing claims, and establishes clear relationship among claim(s), counterclaim(s), reasons, and evidence); or

2) An inquiry-based paper which explores a self-generated question/hypothesis; or

3) An informative research paper which examines and conveys a complex idea/concept as well as the implications and significance of the topic.

Specific textual evidence from multiple sources is to be used for support and MLA documentation must be utilized.

LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

Book VIII of Paradise Lost by John Milton n/a 9781482540284

Selected poetry: “On the Sonnet” by John Keats; “One Art” by Elizabeth Bishop; “Poetry” by Marianne Moore; “The Poems I Have Not Written” by John Brehm; “Man Carrying Thing,” “Not Ideas About the Thing But the Thing Itself” and “Poetry is a Destructive Force” by Wallace Stevens

n/a – non-prose N/A

A Moveable Feast by Ernest Hemingway n/a 068482499X

“The Noble Savage” by Rosseau n/a Selected sonnets by Shakespeare, Sydney, Spencer, and poems from the Prentice Hall textbook

n/a

Slaughterhouse Five by Kurt Vonnegut 850L 9780440180296 The Awakening by Kate Chopin 960L 9780486277868

The Picture of Dorian Grey by Oscar Wilde 970L 9780192833655

The Portrait of the Artist as a Young Man by James Joyce 1120L 9780671015381

A Room of One’s Own by Virginia Woolf 1120L 9780156787338

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LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN “Ars Poetica” by Horace, translated by Christopher Smart 1150L http://www.poets.org/viewmedia.php/prmMID/19921

In Search of our Mothers’ Gardens by Alice Walker 1160L 9780151445257

Frankenstein by Mary Shelley 1170L 0553212478

“Tradition and the Female Talent: The Awakening as a Solitary Book” by Elaine Showalter from The Awakening (Bloom's Modern Critical Interpretations)

1340L* 978-1604133639

“The Woman of the Ballyhoura Hills: James Joyce and the Politics of Creativity” by Marian Eide (from Critical Insights: A Portrait of the Artist as a Young Man)

1520L* 9781587658426

“A Hunger Artist” by Franz Kafka , translated by Ian Johnston 1750L* 9781935238829

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Poetry Read Aloud/Write Aloud: Students will be placed in small groups. Each group picks a recorder/reporter, and a facilitator who will make sure each person in the group speaks. One group member reads the poem aloud, while the others annotate the poem for striking language. Then, the group answers the following questions in discussion in discussion:

What jumps out at you in the poem? What does the poet think is important in poetry? What is unimportant? What images does the poet use to make his/her point? Give examples. How do these images add to your understanding? How do they make you

feel? How does the poet feel about poetry? How do you know?

The recorder/reporter takes notes on what the group says and checks back with group members to make sure notes accurately represent the conversation.

For students who have trouble analyzing, start with anticipatory set where students play a song for the class and ask them same prompted questions as they will be expected to answer regarding poem.

For students who have trouble organizing information, create a graphic organizer with essential components for students to compile information and create an anchor chart.

Poem Annotation Imagery Figurative Language DOK 1

Identify two or more themes of a central text

Explain how the themes or central ideas interact and build on one another to produce a complex account

Analyze how the text develops two or more central themes throughout a text

Interpret how the text supports themes or central ideas to produce a complex account of the text

Analyze the role of figurative language within the text

Determine how figurative language impacts a text’s purpose

Determine the figurative and connotative meanings of words and phrases as they are used in the text DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will find and reproduce two passages from a selected text. One passage should highlight the characterization of an artist in the work; the second passage should include how the artist’s society views him or her. Students should annotate these passages in preparation for a literary analysis essay.

For students who have trouble analyzing, provide prompts for guided annotating or provide a checklist of essential components.

Concrete textual support Theme Characterization Conflict Symbolism Figurative language DOK 1

Select well-chosen, relevant, sufficient information appropriate to the audience’s knowledge of the topic

Analyze key ideas in a text as evidence to support understanding of text

Cite strong and thorough textual evidence to support the text

Explain inferences drawn from the text DOK 3

In preparation for a research paper, students will create outlines, including formal thesis statements.

For students who have trouble organizing information or working independently, provide a model for all components of research paper (e.g., parenthetical citation, outline, thesis statement). Also provide graphic organizers to document sources and points of focus in order to aid students in development of thesis statement.

MLA format Parenthetical citation Outline Direct quotations Paraphrase Summary DOK 1

Narrow or broaden the inquiry when appropriate

Construct and refine research questions

Conduct steps for short as well as sustained research projects to answer a question

Select an organizational structure that logically sequences claims, counterclaims, reasons, and evidence

Identify key ideas and details that provide evidence to support conclusions about the text, accessed through research

Determine suitable idea development strategies, organization, and style DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

In preparation for a research paper, students will create annotated bibliographies.

For students who have difficulty expressing their thoughts in writing, create a clear and concise guided checklist for students. Additionally, model expectations and format of an annotated bibliography.

Annotated bibliography MLA format Summary DOK 1, 2

Access print and electronic reference materials

Conduct steps for short as well as sustained research projects to answer a question

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

Evaluate sources by assessing strengths and weaknesses

Gather relevant information from multiple authoritative print and digital sources

Perform advanced searches effectively DOK 3, 4

In preparation for a research paper, students will create digital or paper notecards.

For students who struggle with working independently, offer a model template with essential components for students.

MLA format Direct quotations Paraphrase Summary DOK 1

Access print and electronic reference materials

Gather relevant information from multiple authoritative print and digital sources

Perform advanced searches effectively

Conduct steps for short as well as sustained research projects to answer a question

Recognize significant information for the needs of audience and purpose

Recognize strong and thorough textual evidence within the text DOK 2, 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will engage in small group peer editing, paying particular attention to proper grammar and MLA formatting, clarity of argument and supporting details, and writing style.

For students who have difficulty expressing their thoughts in writing, provide a rubric for peer editing to include all essential elements and a checklist for students to work with.

Transitional words and phrases Active vs. passive voice Transitional words and phrases Historical present tense Concrete supporting details MLA format Parenthetical citations Audience DOK 1, 2

Explain audience awareness, including knowledge level, concerns, values, and biases

Develop and strengthen writing through conventions of writing

Determine the focus through the consideration of purpose and audience

Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach DOK 3

Students will read and annotate selected non-fiction texts, paying particular attention to the author’s purpose, structure of argument, and supporting details.

For students who have trouble analyzing, offer guided notes and/or provide a graphic organizer that documents author’s purpose, structure of argument, and supporting details.

Annotation Theme Supporting details DOK 1

Recognize strong and thorough textual evidence within the text

Cite strong and thorough textual evidence to support the text

Analyze how the text develops two or more central ideas or themes throughout a text

Identify key choices the author made that relate elements of the story

Explain how the author’s choices relate the elements of a story or drama

Identify an author’s specific style choices and aesthetic impact

Analyze how knowing the author’s point of view helps the reader identify the true meaning of the text DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will maintain a dual-column reading journal tracing a protagonist’s growth as an artist throughout a given text. Students should record direct quotations and then analyze how those quotations contribute to the overall themes of the work.

For students who have trouble organizing information, provide an organizer for dual-column journal.

For students who have trouble with application, students can create a journal documenting their personal growth and development as a result of work they are reading and their experiences each day. This will help students make a personal connection to literature and stay engaged.

Direct quotation Parenthetical citation Protagonist Theme Characterization DOK 1

Recognize strong and thorough textual evidence within the text

Cite strong and thorough textual evidence to support the text

Analyze how the text develops two or more central ideas or themes throughout a text

Explain how the themes or central ideas interact and build on one another to produce a complex account

Analyze how the decisions the author made regarding setting, order of events, etc., impacted the story

Analyze how the author’s choices contribute to the overall structure, meaning, and aesthetic impact

Write informative/explanatory texts using effective selection, organization and analysis of content DOK 3

Students will record textual evidence and engage in a Socratic seminar analyzing the themes of the artist in selected texts.

Socratic seminar DOK 1, 2

Identify strong and thorough supporting ideas

Explicitly draw on preparation by referring to evidence from text in a thoughtful manner during the discussion

Identify diverse perspectives in the text

Ask thought-provoking questions

Identify conclusions from discussion

Identify information in a clear, distinct perspective and recognize the purpose, audience, and task of a discussion. DOK 3

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ACADEMIC & HONORS ENGLISH III

UNIT 4: THE SOCIAL CRITIC & POLITICAL COMMENTARY RECOMMENDED DURATION: 6-8 weeks

UNIT LEARNING GOALS

Students will critique satirical works, then compose an original narrative writing piece in order to demonstrate how authorial and narrative voice affect the understanding of social criticism through language, tone, and connotative and denotative meanings of words.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The students can:

demonstrate an understanding of the characteristics of the “The Social Critic & Political Commentary” theme in each text and the ability to analyze thematic connections between multiple texts in various genres (11-12.RL.2, 11-12.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (11-12.W.4, 5);

develop techniques for writing a narrative which reflect an understanding of exposition, narrative perspective, a logical sequence of events, vivid language and detail, and a sense of closure (11-12.W.3);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres. Demonstrate this understanding in writing and in verbal communication (11-12.RL.3, 11-12.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (11-12.RL.7, 11-12.W.7,8, 11-12.SL.8).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance in order to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to deeper understanding an author’s intent.

CEQ1: How does the structure of a text and use of language contribute to understanding literature?

CEU2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view.

CEU2: How does diction, including connotative and denotative meanings, contribute to an author’s intent?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

11-12.RL.4, 6 11-12.W.3,4,7,10 11-12.SL.6

Through-Course Assessment #3: Based on a review of three teacher-selected text samples, students will identify a specific societal problem and develop a multi-paragraph satirical piece utilizing specific literary devices to convey the use of satire. Students will read, review, and draw from a teacher selected sampling of a core literary passage, and two additional sample selections representing a nonfiction or multimedia texts. Students are to utilize the specific writing techniques and devices used by the author of the core literary passage. Specific textual evidence is to be used for support.

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LITERATURE OPTIONS (*Honors classes should include texts of 1300L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

The Canterbury Tales by Geoffrey Chaucer n/a – non-prose 0140424385

The Handmaid’s Tale by Margaret Atwood 750L 9780385490818

Brave New World by Adolus Huxley 870L 9780060809836

We by Yevgeny Zamyatin 930L 9780140185850

“Harrison Bergeron” by Kurt Vonnegut 1050L 1984 by George Orwell 1090L 9780452262935

Gulliver’s Travels by Jonathon Swift 1210L 9780192833778

Selected essays by George Orwell including the recommended “The Lion and the Unicorn: Socialism and the English Genius” or “Politics and the English Language”

1270L N/A

A Clockwork Orange by Anthony Burgess 1310L* 0393312836 Animal Farm by George Orwell 1370L* 9780791047743

Selections from Don Quixote by Miguel de Cervantes (translated by Walter Starkie) including the following recommendations: The First Part—Chapters 1, 6, 7, 8, 15, 30, 31, and 32

1410L* 9780451525079

“A Modest Proposal” by Jonathon Swift 1520L* 9780675094412

SUGGESTED FILMS/Multimedia

Monty Python and the Holy Grail (1975), directed by Terry Gilliam & Terry Jones, (rated PG) WALL-E (2008), directed by Andrew Stanton (rated G)

Appropriate scenes from popular satiric television programs, including The Daily Show, The Simpsons, Saturday Night Live, etc. Class appropriate scenes from popular contemporary satiric writing and video, including articles and videos from The Onion. Class appropriate selections from popular contemporary satiric cartoon strips, such as Doonesbury

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Charting the Impact of Connotative and Denotative Meanings on a Text: Students will create a three-column chart to track the denotative meaning, the conative meaning, and the specific impact of key words in a work of satire.

For students who have trouble analyzing, offer a guided reading practice as an anticipatory set and pose questions such as, “What is author trying to say in his own words?” and “What does this literally say?” so that students can identify the difference and meaning of each. Alternatively, offer a three-column organizer for students and have sentence starters such as “This shows irony…..”, “This is sarcastic because…”, etc.

Connotative meaning Denotative meaning Irony Sarcasm Satire Tone Understatement DOK 1, 2

Determine the figurative and connotative meanings of words and phrases as they are used in the text

Analyze the impact of specific word choices on meaning and tone DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Identifying Tone: Students will work collaboratively to identify tone by carefully examining connotative and denotative meanings and reading segments of a text out loud to another.

Tone Connotative meaning Denotative meaning DOK 1, 2

Determine the figurative and connotative meanings of words and phrases as they are used in the text

Analyze the impact of specific word choices on meaning and tone

Determine the author’s point of view as it relates to satire, sarcasm, irony, or understatement

Analyze how knowing the author’s point of view helps the reader identify the true meaning of the text DOK 3

The Satiric Cartoon: Students will adapt segments from a text into a creative satiric cartoon strip that employs figurative devices and the precise use of language to create satire and convey significant details from the text

Connotative meaning Denotative meaning Irony Sarcasm Satire Tone Understatement DOK 1, 2

Select precise language and domain specific vocabulary to manage the complexity of the text

Employ figurative devices to enhance the piece DOK 3

Applying Terminology: Students will evaluate works of satire in varying formats (including written, verbal, auditory, and visual) and then collaboratively discuss these works, practicing the correct application of academic and domain-specific terminology for this unit, including satire, irony, sarcasm, connotative meaning, denotative meaning, tone, mood, and imagery.

Theme Tone Mood Symbolism Characterization Conflict Imagery Setting DOK 1

Select precise language and domain specific vocabulary to manage the complexity of the text

Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3

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ACADEMIC & HONORS ENGLISH III

UNIT 5: IDENTITY & INDIVIDUALISM RECOMMENDED DURATION: 6-8 weeks

UNIT LEARNING GOALS

Students will compare and contrast how characters in different literary works shape their identities based on their gender, race, social class, and education and will produce pieces of writing (long and short) which emphasize a synthesis of the above elements.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The students can:

demonstrate an understanding of the characteristics of the “Identity and Individualism” theme in each text and the ability to analyze thematic connections between multiple texts in various genres (11-12.RL.2, 11-12.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (11-12.W.4,5);

develop techniques for writing an analysis which argues or informs/explains and which uses textual support and a cohesive organization of ideas (11-12.W.2);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres. Demonstrate this understanding in writing and in verbal communication (11-12.RL.3, 11-12.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (11-12.RL.7, 11-12.W.7, 8, 11-12.SL.5).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance in order to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

CEQ1: How does the structure of a text and use of language contribute to understanding literature?

CEU3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

CEQ3: How do authors refine and develop central themes?

CEU6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

CEQ6: How can a writer/speaker clarify and strengthen effective structure utilizing proper grammar, mechanics, and diction?

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COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

11-12.RL.1, 2, 7, 10 11-12.W. 2, 4, 9, 10

Through-Course Assessment #4: After reviewing a teacher selected nonfiction article, a multimedia piece, and a literary passage, students will write an analytical essay comparing and contrasting either two characters studied in Unit 5 or one character from Unit 5 and a second character studied at any point this year. Using specific textual evidence from at least two of the text samples, students are to explore how any (one or two) of the following issues impacted these characters: gender, race, culture, social class, education. Teachers may direct students to discuss a specific issue or issues, as deemed appropriate for the class.

LITERATURE OPTIONS (*Honors classes should include texts of 1300L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

Pygmalion by George Bernard Shaw n/a- non-prose 9781593080785

A Tale of Two Cities by Charles Dickens 790L 9781405862561

Jane Eyre by Charlotte Bronte 840L 9780192839657

The Woman Warrior by Maxine Hong Kingston 880L 9780679721888

The Alchemist by Paulo Coelho 910L 0061122416

The Bluest Eye by Toni Morrison 920L 9780679433736

The Poisonwood Bible by Barbara Kingsolver 960L 9780060930530

Wide Sargasso Sea by Jean Rhys 1010L 9780393960129

I Know Why the Caged Bird Sings by Maya Angelou 1070L 9780553279375

Antigone by Sophocles, translated by Paul Woodruff 1090L 9780486278049

Pride and Prejudice by Jane Austen 1100L 9780590085762

The Bell Jar by Sylvia Plath 1140L 9780783819877

“A Dialogue of Self and Soul: Plain Jane’s Progress” by Sandra M. Gilbert and Sandra Gubar

1200L ftp://ftp.awl.co.uk/Longacre/marketing/Sp/Graphicraft/The%20Brontes/TBC02.pdf

“Antigone’s Nature” by William Robert 1200L Via media center article database

The Remains of the Day by Kuzuo Ishiguro 1210L 0679731725

“The Feminist Discourse of Sylvia Plath’s The Bell Jar” by E. Miller Budick in Critical Insights: The Bell Jar

1220L 9781587658365

"The Missionary Position: Barbara Kingsolver's The Poisonwood Bible" by Elaine R. Ognibene printed in Novels for Students Volume 24

1280L 9781414410548

“Searching for Self in Maya Angelou’s I Know Why the Caged Bird Sings” by Dana Chamblee-Carpenter in Bloom’s Modern Critical Interpretations: I Know Why the Caged Bird Sings

1330L* 9780791047736

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LITERATURE OPTIONS (*Honors classes should include texts of 1300L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

“The Bluest Eye: Note on History, Community, and Black Female Subjectivity” by Jane Kuenz in Bloom’s Modern Critical Interpretations: The Bluest Eye

1340L* 9780791051917

The Importance of Being Earnest by Oscar Wilde 1350L* 9780198121671

One Hundred Years of Solitude by Gabriel García Márquez, 1410L* 0060883286

“Postcolonial Discourse in Wide Sargasso Sea: Creole Discourse vs. European Discourse, Periphery vs. Center, and Marginalized People vs. White Supremacy” by Silvia Cappello

1430L* Via media center article database

"The New Romance in Pride and Prejudice” by Susan Kneedler, printed in Novels for Students Volume 1

1530L* 9780787616861

"Questioning Race and Gender Definitions: Dialogic Subversions in The Woman Warrior" by Malini Schueller, printed in Novels for Students Volume 6

1680L* 9780787621162

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will create a bildungsroman “map” for a dynamic character from a selected text. Students will pick five passages that clearly illustrate the hardships and/or the growth of a character. Students will write a paragraph analyzing how each particular passage reveals that characterization. Students will then use their passages and written analysis for the basis of a multimedia presentation. This presentation should include artwork for each passage that gives a sense of setting.

Bildungsroman Dynamic vs. static character Characterization Setting Close textual analysis Supporting details DOK 1, 2

Cite strong and thorough textual evidence to support the text

Explain inferences drawn from the text

Interpret how the text supports the themes or central ideas to produce a complex account of the text

Analyze how the decisions the author made regarding setting, order of events, etc., impacted the story

Select well-chosen, relevant, sufficient information appropriate to the audience’s knowledge of the topic DOK 3

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will select a news article which reports on a real person who, as a result of suffering, learned a lesson or changed in character. After reading, annotating, and taking notes on the article for supporting details, students will give an oral presentation exploring how their selected individual changed because of his or her suffering.

Reputable news source Characterization Supporting details Annotation Note-taking DOK 1, 2

Identify specific details that support the development of central ideas

Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis

Identify information/findings and clear, distinct perspective

Present information, findings, and supporting evidence that conveys a clear and distinct perspective such that listeners can follow a line of reasoning DOK 3

Students will write a rough draft of a college essay in which they explore how they have “come of age.” What was a particular event (or events) that inspired the student to grow as a person?

Rough draft Narrative writing DOK 1, 2

Design an organized sequence of events with dialogue to develop experiences, events, and/or characters

Use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, characters

Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative

Write a narrative that uses appropriate precise, descriptive, and sensory language

Write a narrative that includes a reflective conclusion that follows from what is experienced, observed, or resolved DOK 3, 4

Page 29: ACADEMIC & HONORS ENGLISH III - Freehold … · ACADEMIC & HONORS ENGLISH III Grade Level: 11 ... 4 In addition to score 3, ... The Strange Case of Dr. Jekyll and Mr. Hyde by Robert

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will engage in small group peer editing, paying particular attention to diction, specific sensory details, characterization, and organization.

For students who have difficulty expressing their thoughts in writing, provide a rubric for peer editing to include all essential elements and a checklist for students to work with.

Peer editing Diction Sensory details Characterization Organization DOK 1, 2

Recognize how writers relate the significance of a problem, situation, or observation to a reader

Recognize techniques writers use to build toward a particular outcome

Determine appropriate techniques to relate significance

Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach DOK 3

Students will read and take notes on a non-fiction literary critique, pre-selected by the teacher. The students will then write a reader’s response paper in which they identify the author’s main theme or purpose and then agree or disagree with the author’s stance.

Non-fiction Literary criticism Reader’s response theory Theme DOK 1, 2

Interpret how the text uses ambiguity or leaves matters uncertain

Cite strong and thorough textual evidence to support the text

Evaluate whether or not the points of an exposition or argument are clear, convincing, and engaging

Evaluate strengths, limitations, and relevance of claims and counterclaims

Clarify relationships between claims and reasons, reasons and evidence, and claims and counterclaims, using words, phrases and clauses, and varied syntax

Develop formal writing style and objective tone while attending to the norms and conventions of the discipline

Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence DOK 3, 4