Unit EQ How can the reading of and response to literature help us find a connection between a culture and its individuals?

Unit Title: Unit #2: “Ambitious Love” Grade: British Literature – 12th grade Time Frame: 4 - 5 weeks Emphasis: The Renaissance Big Ideas: cultural influences and characterization, analysis of text, composition, discourse

Standard Addressed Level of Learning

LSV 2:II Generating. Integrating, Evaluation

RL1:I d-f Analysis, Generating, Integrating, Evaluation

RL1:III Analysis, Generating, Integrating, Evaluation

RL1:IV Analysis, Generating, Integrating, Evaluation

RL2 Analysis, Generating Integrating, Evaluation

RL4:b-g Evaluation

Unit Overview As they read and study various selections of British literature, students will discuss and write about universal themes that reflect cultures and various other influences on characters.

AMBITION &

LOVE

Genres: Drama Poetry (sonnets) Essays

Themes: • Ambition • Struggle with psychological and

supernatural forces. • Courtly Love • Metaphysical • Spiritual • Physical • Passage of time and death • Love

CONTENT MAP

Classical Literary Elements

Elements of Writing: Rhetorical question Syllogism

• Tragic hero • Catharsis

Aesthetic effect Parallel structure

• Empathy Analogies • Climax • Conflict

Enduring Understandings (Concepts/Big Ideas) Essential Questions

Students will understand that… 1.classical tragedy is based on Aristotle’s “Poetics.” 2.accomplished writers use a variety of tools to convey meaning. 3.literature is influenced by the cultures and society of the time period in which they are written. 4.through open dialogue, readers discover any given piece of literature can be interpreted in numerous ways. 5. well-developed writing is supported by specific examples from the text on which it is focused. 6. the media of a given time period is influenced by the literary works of that time.

1. How is the culture of a time period reflected in literature? 2. How can I share my understanding of poetry and drama? 3. How do these literary periods differ from the Anglo-Saxon and Middle Ages? 4. How can a writer used literary devices for effectiveness? 5. How is culture depicted in literary works and contemporary media?

AC = Assessment Code: I – Informal Knowledge and Skills SR – Selected Response CR – Constructed Response PA – Performance Assessment (formative) Students will know… (Acquisition lessons) AC Students will be able to… AC 1 the elements of classical tragedy. 2. the dramatic elements and how they support and enhance interpretation. 3. how to analyze character, structure and theme in drama and poetry. 4. the elements of poetry. 5. how to use the poetic elements to support understanding. 6. the elements of video production.

SR,I PA I SR PA SR,PA

1. identify tragic hero, catharsis, empathy, climax, conflict, hubris, monologue, soliloquy, aside, foil, satire, and dramatic irony. 2. use dramatic elements to defend their interpretations. 3. analyze poetry and drama for character, structure and theme. 4. identify the poetic elements of sound, form and figurative language. 5. use the poetic elements to aid them in demonstrating and understanding. 6. identify the elements of video production.

SR,I PA,I I,CR SR,I PA SR,PA

ASSESSMENTS Informal: CLASS DISCUSSIONS, WORK SAMPLES, NOTEBOOKS Selected Response: MATCHING, MULTIPLE CHOICE, TRUE/FALSE, SHORT ANSWER, ESSAY

Constructed Response: CONENT MAPS, GRAPHIC ORGANIZERS, COLLABORATIVE/RECIPROCAL GROUPS Performance Assessment (Authentic Use): Summative Assessment (GRASPS) Goal: Display knowledge and skills in the area of period analysis, literary elements in a written work and a well-developed, cohesive, persuasive style of writing. Role: Host, guests, bouncers, camera, costumes, advertiser Audience: TV audience (class) Situation: You are producing a television talk show, ala Jerry Springer, entitled “Men who are Bossed Around by Their Wives.” Product: A Television talk show (video taped) complete with commercial breaks based on the plot and characters of “Macbeth.” Standards/Criteria: A written script for the show. A video of the show. Interview Techniques. Commercials with appropriate products.

Correlations

Use numbers from Understandings, Knowledge, and Skills to correlate Instructional Plan/Activities

(Activators, Teaching Strategies, Summarizers) Enduring Understandings

Know (Acquisition) Do

1. Show the Polanski and Welles versions of “Macbeth” and have students compare and contrast with the Shakespearian play.

2,3,4 1,2,3 1,2,3

2. Students will create a sonnet trilogoy on the topics of love, death and time.

3,5 4,5 3,4,5

3. Graphic organizer of “Macbeth” for the elements of classical tragedy.

1 1,2 1,2

4. Graphic organizer on sonnet forms.

2,5 4,5 3,4,5

Differentiation: • Assessment of individual skills and learning styles. • Independent reading list based on a variety of reading

levels. • Individualized reading guides for in-class and project

assignments. • Heterogeneous pairings for cooperative exercises. • Direct instruction. • Information processing strategies, to include KWL, webs,

matrices and other graphic organizers. • Journals as inquiry-based learning.

Resources: Text: Elements of Literature, Sixth Course Literature of Britain with World Classics Holt, Rhinehart and Winston Teacher selected works from pp. 192-467 Macbeth Moll Flanders

Key Terms: Courtly love Metaphysical love Tragic hero Catharsis Empathy Climax Conflict Hubris Monologue Soliloquy Aside Foil Satire Dramatic irony Spenserian sonnet Shakespearian sonnet Pastoral sonnet Italian/Petrarchan sonnet Couplet Quatrain Rhetorical question Syllogism Aesthetic effect Parallel structure Analogies Prepared by: Bogo, Yates & Reed