british literature grade level: 12 · independently practice the writing process outside of class...

Pennsauken Public Schools

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Content Area: Language Arts

Course Title: British Literature Grade Level: 12

Unit 1: The Epic Hero

4 weeks

Unit 2: The Romantic Hero

5 weeks

Unit 3: The Conflicted Hero

4 weeks

Unit 4: The Tragic Hero

5 weeks

Date Created: July 2018 Board Approved

on:

August 2018


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Pennsauken Public Schools Content Area: British Literature Grade Cluster: 12

Course Description

British Literature is a general course that introduces students to 1) reading critically, 2) writing coherently,

efficiently, and effectively, and speaking well before an audience in preparation for college and careers. It is a full

semester. The course places an emphasis on British Literature as students work to read, analyze, and respond to

complex texts.

Overarching Understanding(s) for the Course

Upon completion of this course, the students will be able to:

● read assigned works of literature and identify rhetorical modes, themes, implications, figures of speech, and in general terms, discuss the relevance the reading has to their world or the worlds of others. The

students’ writing will reflect these readings.

● state a clear thesis that the paper develops and supports, and construct a sound conclusion ● summarize particular essays, poems, or short stories to demonstrate their ability to read critically and write

coherently and concisely

● demonstrate their ability to recognize the connection between sources and to integrate them ● use various methods to introduce and conclude their essays and to support the thesis ● rewrite and improve their papers to illustrate their editing skills and their ability to respond to critical

analysis of the instructor

● identify and use reading strategies to break down challenging texts can increase reading fluency, speed, and understanding

● independently practice the writing process outside of class ● annotate texts to support comprehension and analysis ● paraphrase and quote relevant evidence from texts ● independently preview texts in preparation for supported analysis ● independently develop questions for further textual analysis ● engage in productive evidence-based discussions about the text ● collect and organize evidence from texts to support analysis in writing ● independently read and annotate text in preparation for evidence-based discussion ● generate and respond to questions in scholarly discourse ● review and revise own writing to strength clarity and structure ● recognize and correct errors in grammar, mechanics, punctuation and spelling in one's own writing ● demonstrate ability to speak publicly in consideration of audience and purpose

21st Century Theme(s), Interdisciplinary Opportunities

● Skills: Collaboration ● Skills: Communication ● Skills: Media Literacy ● Themes: Digital Literacy

Technology Standards

● 8.1 Use of SmartBoard, projector, Power Point, YouTube.com, DVD. Various texts, pictures, movies, or clips (including those with sound) can be displayed on the Board to highlight specific points.

● 8.1 Use of SmartBoard as an interactive tool to demonstrate how to annotate ● 8. 1 Use of SmartPens to annotate (underline, circle, or highlight) key points of a text.


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Desired Results Unit:

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1 Unit Name:

The Epic Hero

Common Anchor Texts

Beowulf

Other readings:

● excerpts from contemporary novels that connect and support theme ● Selections from nonfiction texts that connect and support theme ● Nonfiction articles that support and relate to theme ● TedTalks and Youtube clips that support and relate to theme

New Jersey Student Learning Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.6

RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.6

W.11-12.2.A,B,C,D,E,F, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, W.11-12.10

SL.11-12.1.A,B,C,D, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.6

L. 11-12.1.A, L. 11-12.2.A,B, L. 11-12.3.A, L. 11-12.4.A, B, C,D, L. 11-12.5.A,B, L. 11-12.6

Essential Question(s)

● What determines our definitions of the nature of good and evil? Why is evil so compelling?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

Students will be able to:

Reading Cite evidence and use direct quotes, paraphrase, objectively summarize (free of personal bias)

Draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior conclusions/prior experience

Identify the moments where the author is inconclusive or uncertain and allows the reader to draw conclusions based on textual evidence

Determine two or more themes or central ideas in a text

Construct an objective summary of the text

Identify and analyze the choices made by the author including the choice of setting, plot organization and development, characterization and character interaction

Analyze those choices as they pertain to the overall story

Explain why the structure of the text is ordered as it is

Explain how the choices of text structure impact the meaning of the text

Explain how specific diction creates tone

Explain how the tone supports the themes as well as the overall meaning of the text

Determine what the text literally and figuratively states

Determine what the text actually means, considering satire, sarcasm, irony, and understatement

Focus on both how the text is written and what the text is about

Explain how and why the author has made those rhetorical decisions and how and why that contributes to the overall effectiveness of the text

Writing

Effectively select, organize, and analyze content

Examine and communicate complex ideas, concepts, or information clearly and accurately

Decide what organization is most effective for purpose, audience, and task

Choose a formal style and objective tone

Organize graphics

Provide multimedia when useful


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Determine writing task type and its appropriate organizational structure

Understand how structure, style and rhetorical devices convey the purpose of writing

Plan, revise, edit, rewrite, or try a new approach, focusing on addressing what is most significant for a specific purpose or audience

Determine what details and/or information is most appropriate for a specific purpose

Understand writing as a process rather than a product

Use technology proficiently for production, publication, and collaboration

Link and cite sources

Assess feedback from peers

Adapt writing according to feedback

Respond to ongoing feedback utilizing digital software

Synthesize and summarize information from a variety of sources, achieving a new insight

Evaluate multiple sources and their content

Consider the sources in terms of task, audience, and purpose

Assess the validity of each source as it pertains to the specific task, purpose and audience

Assess whether information from reliable and authoritative sources is relevant

Consider how the use of sources contributes to the overall flow of the piece

Paraphrase correctly

Follow a standard format for citation (MLA, APA, etc.)

Assess soundness of reasoning and relevance of textual evidence to support analysis, reflection, and research

Utilize evidence to support analysis, reflection, and research

Design a plan to appropriately match the task, purpose, and audience that incorporates research, reflection, and revision

Synthesize research gathered over shorter time frames into a long-term research project

Assessment Evidence Performance Task(s)

Two Common Benchmarks ● Writing Tasks:

● Informative ● Literary Analysis ● Writer's Workshop

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● Responses and annotations to Literature (individually and cooperatively) ● Open-ended Questions ● Writer’s Workshop Individual writing conferences ● Socratic Seminar - present personal views in Socratic Seminar and refer to text in supporting ideas. ● Quizzes ● Grammar and vocabulary use in writing ● Homework assignments ● Teacher created project based assessments

Learning Plan Differentiation of Activities, Assessments, and Multiple Resources,

for high achieving, grade level, struggling students, and special needs/ELL

● Provide clear, concise rubric prior to assignment ● Provide graphic organizers ● Incorporate media/audio visual representation (YouTube, Discovery Education, TV show parodies, etc.) ● Provide guiding questions to complete during and/or after reading to endure and understanding of main


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ideas

● Repeat, clarify, and/or reread passages if needed to ensure comprehension of literary devices ● Chunk longer passages and have student verbally demonstrate understanding before moving on

ELL Strategies

● Native language support ● Adjusted Speech ● Visuals ● Front-Loading Vocabulary

Special Needs Strategies

● Chunking Assignments ● Simplified Directions ● Outlines/agenda ● Checking for Understanding ● Extra time ● Oral Reading ● Timers

Gifted & Talented Strategies

● Extensions/Enrichments ● Modify/Change Activities


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2 Unit Name: The Romantic Hero

Common Anchor Texts:

The Canterbury Tales by Geoffrey Chaucer

Sir Gawain and The Green Knight

Other readings:

excerpts from contemporary novels that connect and support theme

Selections from nonfiction texts that connect and support theme

Nonfiction articles that support and relate to theme

● TedTalks and Youtube clips that support and relate to theme

New Jersey Student Learning Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.6

RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.8, RI.11-12.9

W.11-12.1.A,B,C,D,E, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, W.11-12.10

SL.11-12.1.A,B,C,D, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6



● What is more important, the journey or the destination?



Reading Support inference using several examples from the text


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Evaluate the relationship between explicit and implicit details and how they contribute to the meaning of the text


Make inferences through the use of details, word choice, and literary elements regarding the thematic development

Construct an objective summary of the text

Identify and evaluate the choices made by the author including the choice of setting, plot organization and development, characterization and character interaction

Identify and analyze the structure and sequence (chronological, spatial, compare/contrast, etc) of the text


Explain how the choices of text structure impact the meaning of the text Identify tone of text

Explain how specific diction creates tone

Explain how the tone supports the themes as well as the overall meaning of the text

Evaluate and hypothesize how the form effectively follows the function of the text

Explain the difference between the literal and the actual meaning as it pertains to the author’s purpose Focus on both how the text is written and what the text is about


Compare, contrast, and assess how various accounts of a subject are told in multiple mediums

Analyze how the details emphasized in each account of a subject told in different mediums affect the overall message

Use references to the different media to answer a question or to solve a problem

Determine and explain the idea, reason, and logic behind public advocacy texts (like a presidential address)

Study and evaluate influential U.S. documents Writing

Determine how many facts, definitions, details, quotations and other information are needed to effectively craft an argument

Structure arguments so that there is an association and correlation between the claim(s), counterclaim(s), reasons, and evidence

Develop unity and consistency in writing with words and structure, paying attention to the relationships created between the claims, counterclaims, evidence, and reason

Use varied syntax

Distinguish and utilize appropriate style

Understand how structure, style and rhetorical devices convey the purpose of writing









Conduct short and more sustained research projects

Conduct research drawing on multiple sources

Know how to broaden or narrow an inquiry


Utilize a variety of sources, not depending on one specific source






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Apply evidence to discussion and writing


Write routinely over shorter and extended time frames for a range of tasks, purposes, and audiences


Manage a long-term research project that incorporates research, reflection, and revision


● Two Common Benchmarks ● Writing Tasks:

○ Research ○ Argument ○ Writer's Workshop






ideas


ELL Strategies



● Chunking Assignments ● Simplified Directions ● Outlines/agenda ● Checking for Understanding ● Extra time ● Oral Reading


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● Timers Gifted & Talented Strategies



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3 Unit Name: The Conflicted Hero


Excerpts from Paradise Lost by John Milton

Other readings:

Journal of the Plague Year by Daniel Defoe) (fiction)

The Diary of Samuel Pepys (non-fiction)

A Dictionary of the English Language by Samuel Johnson




New Jersey Student Learning Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6, RL.11-12.7, RL.11-12.9

RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6

W.11-12.3.A,B,C,D,E, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, W.11-12.10




● How does conscience guide an individual?



Reading Make personal connections, connections to other texts, and/or global/historical connections when relevant

Draw inferences using implicit and explicit text evidence

Support inference using several examples from the text

Make inferences through the use of details, word choice, and literary elements regarding the thematic development

Use the text to draw conclusions

Examine how the interaction of themes/central ideas create the overall meaning of the text ( and provides depth and dimension)

Identify and evaluate the choices made by the author including the choice of setting, plot organization and development, characterization and character interaction

Explain how these choices impact the overall story

Critique those choices as they pertain to the overall story

Identify and evaluate the structure and sequence (chronological, spatial, compare/contrast, etc) of the text


Explain how the author’s choices impact the meaning of the text

Assess figurative meaning

Assess connotative meaning

Determine and evaluate technical meaning (jargon)

Evaluate the structure of the text (ex. en media res, flashbacks, tragic elements)


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Analyze how an author has chosen to structure a text and order events within it

Conclude why the author chose that structure and how it enhances the work as a whole

Determine what the text literally and figuratively states

Determine what the text actually means, considering satire, sarcasm, irony, and understatement

Analyze how an author uses various rhetorical strategies to advance that purpose.


Read and/or view different versions of the same text, recordings, film, and/or live performances

Compare and contrast the multiple versions

Evaluate the significant the differences between the multiple versions

Focus on significant changes to structure, order, plot, and/or character

Identify when an author draws on and then transforms source material (such as a theme or topic) from another text

Identify and examine how different texts from the same era/genre approach the same theme/topics Writing

Decide what organization is most effective for purpose, audience, and task

Focus on syntax as it creates effective writing

Choose precise words, domain-specific vocabulary, and figurative language, such as similes, metaphors, and analogies

Incorporate analysis of textual evidence to further content

Determine and address the audience (intended reader) appropriately

Distinguish and utilize appropriate style









Conduct short and more sustained research projects

Conduct research drawing on multiple sources

Synthesize and summarize information from a variety of sources, achieving a new insight

Evaluate multiple sources and their content

Assess the validity of each source as it pertains to the specific task, purpose and audience






Analyze in writing how multiple texts examine similar themes or how multiple themes in one text contribute to a larger theme


Apply evidence to discussion and writing






● Two Common Benchmark Assessments


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● Writing Tasks: ○ Argument ○ Literary Analysis ○ Writer's Workshop






ideas


ELL Strategies







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4 Unit Name: The Tragic Hero


One Shakespearean play: Hamlet or Macbeth

Other readings:

Additional poems from course textbook




New Jersey Student Learning Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6, RL.11-12.9, RL.11-12.10

RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.9, RI.11-12.10

W.11-12.2.A,B,C,D,E,F, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.10




● Is revenge ever just?



Reading Draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior

conclusions/prior experience


Examine how the interaction of themes/central ideas create the overall meaning of the text ( and provides depth, dimension and complexity)

Construct an objective summary of the text Identify and evaluate the choices made by the author including the choice of setting, plot organization and development,

characterization and character interaction

Explain how these choices impact the overall story

Critique those choices as they pertain to the overall story Identify and evaluate the structure and sequence (chronological, spatial, compare/contrast, etc) of the text


Explain how the author’s choices impact the meaning of the text Assess figurative meaning

Assess connotative meaning

Determine and evaluate technical meaning (jargon)

Evaluate the structure of the text (ex. en media res, flashbacks, tragic elements)

Analyze how an author has chosen to structure a text and order events within it

Conclude why the author chose that structure and how it enhances the work as a whole

Explain the difference between the literal and the actual meaning as it pertains to the author’s purpose Identify when an author draws on and then transforms source material (such as a theme or topic) from another text

Identify and examine how different texts from the same era/genre approach the same theme/topics Generate connections among ideas and between texts

Consider and evaluate a wider range of textual evidence


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Become more sensitive to inconsistencies, ambiguities, and poor reasoning in texts

Determine when comprehension is not occurring, and subsequently employ appropriate reading and note-taking strategies and/or ask for help in order to understand portions of a difficult text

Writing Convey experiences, real or imagined

Form or structure based on a progression of events that build and reflect upon each other

Distinguish and utilize narrative techniques including dialogue, description, and plot in order to develop experiences, events, and/or characters choosing words that create vivid pictures

Determine and address the audience (intended reader) appropriately

Distinguish and utilize appropriate style Plan, revise, edit, rewrite, or try a new approach, focusing on addressing what is most significant for a specific purpose or

audience


Understand writing as a process rather than a product Use technology proficiently for production, publication, and collaboration




Respond to ongoing feedback utilizing digital software Synthesize and summarize information from a variety of sources, achieving a new insight

Evaluate multiple sources and their content Assess the validity of each source as it pertains to the specific task, purpose and audience





Follow a standard format for citation (MLA, APA, etc.) Assess soundness of reasoning and relevance of textual evidence to support analysis, reflection, and research


Apply evidence to discussion and writing Design a plan to appropriately match the task, purpose, and audience that incorporates research, reflection, and revision





● Two Common Benchmark Assessments ● Writing Tasks:

○ Literary Analysis ○ Narrative Writing ○ Writer's Workshop


● Responses and annotations to Literature (individually and cooperatively) ● Open-ended Questions ● Writer’s Workshop Individual writing conferences ● Socratic Seminar - present personal views in Socratic Seminar and refer to text in supporting ideas. ● Quizzes


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● Grammar and vocabulary use in writing ● Homework assignments ● Teacher created project based assessments




ideas


ELL Strategies






Board Approved Course Textbook (Title, Publisher, copyright)

Glencoe Literature The Reader’s Choice: British Literature, Glencoe McGraw-Hill, 2002

british literature grade level: 12 · independently practice the writing process outside of class...

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