Class: British Literature
Unit: Post-Modernist (1946 onward)
LESSON TWO
LESSON TITLE: “Digging” by Seamus Heaney & “The Horses” by Ted Hughes
STANDARD ADDRESSED: RWC10-GR12.S2.GLE1.EO.d Analyze and relate a literary work to
source documents of its literary period or to critical perspectives
“I CAN” STATEMENT: I can analyze word choice in poetry.
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: The Students will be informally
assessed on their ability to analyze word choice in poetry.
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The teacher will have students write on
the following prompt:
“Think about the kinds of experiences that have made a lasting impression on you. Did those experiences
involve ordinary events or extraordinary moments? Jot down those experiences, and explain why they
occupy a special place in your memory.”
As students share those experiences, the teacher will ask students to draw any similarities between the
memories, and what would be the best way to preserve those memories.
The teacher will do a review of the poetic form of free verse, the literary element of imagery, and how to
analyze a poet’s word choice.
REQUIRED MATERIALS: Smartboard, textbooks, Internet Connection,
ASSESSMENT / HOMEWORK: For the next class students will have read pages 1278-1284 and
finished the “Literary Analysis” and “Reading Strategies” worksheets.
Class: British Literature
Unit: Post-Modernist (1946 onward)
LESSON THREE
LESSON TITLE: “The Distant Past” by William Trevor
STANDARD ADDRESSED: RWC10-GR12.S2.GLE1.EO.d Analyze and relate a literary work to
source documents of its literary period or to critical perspectives
“I CAN” STATEMENT: I can identify analyze character relationships in a text.
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: The Students will be informally
assessed on their ability to analyze how an author creates relationships between characters.
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The teacher will have students write on
the following prompt:
“Recall someone you know who likes to think and talk about events that happened long ago. Discuss this
person with a small group of classmates. Why do you think they focus on the past? How does this focus
affect their life?”
As students share their responses, the teacher will ask students to draw any similarities between the
responses, and how the relationships with those people affect their own lives.
The teacher will do a review of the literary element of setting, and how to analyze character relationships.
REQUIRED MATERIALS: Smartboard, textbooks, Internet Connection,
ASSESSMENT / HOMEWORK: For the next class students will have read pages 1296-1304 and
finished the “Literary Analysis” and “Reading Strategies” worksheets.
Class: British Literature
Unit: Post-Modernist (1946 onward)
LESSON FOUR
LESSON TITLE: “Telephone Conversation” by Wole Soyinka
STANDARD ADDRESSED: RWC10-GR12.S2.GLE.1.EO.e Evaluate how literary components impact
meaning (such as tone, symbolism, irony, extended metaphor, satire, hyperbole
“I CAN” STATEMENT: I can analyze tone in a text.
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: The Students will be informally
assessed on their ability to analyze tone in a piece of prose.
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The teacher will have students write on
the following prompt:
“Consider several possible causes of racism, such as human instinct, fear, ignorance, or hatred. What do
you think causes racism? Is it a problem that can be solved? Write a paragraph briefly explaining your
position.”
As students share their responses, the teacher will ask students to draw any similarities between the
causes, and determine the tone of the words that keep showing up.
The teacher will do a review of the literary element of tone in a satire, and how to an author’s background
can impact a text.
REQUIRED MATERIALS: Smartboard, textbooks, Internet Connection,
https://youtu.be/wSykSlUQ09Y
ASSESSMENT / HOMEWORK: For the next class students will have read pages 1310-1312 and
finished the “Literary Analysis” and “Reading Strategies” worksheets.
Class: British Literature
Unit: Post-Modernist (1946 onward)
LESSON FIVE
LESSON TITLE: “Six Feet of the Country” by Nadine Gordimer
STANDARD ADDRESSED: RWC10-GR12.S2.GLE1.EO.c Evaluate the influence of historical context
on the form, style, and point of view of a written work
“I CAN” STATEMENT: I can analyze cultural conflict in a text.
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: The Students will be informally
assessed on their ability to analyze cultural conflict in a piece of prose.
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The teacher will have students write on
the following prompt:
“What are some things that people do to preserve their sense of humanity, even in the face of inhumane
circumstances? What do these responses tell you about the value people place on their dignity?”
As students share their responses, the teacher will ask students to draw any similarities between the
causes. To help illustrate this point, the students will watch a short video of Nadine Gordimer speaking
out against South Africa’s former policy of racial segregation.
The teacher will do a review of the literary element of cultural conflict, and how make a prediction in a
text.
REQUIRED MATERIALS: Smartboard, textbooks, Internet Connection,
https://youtu.be/aUK4VMppbLc
ASSESSMENT / HOMEWORK: For the next class students will have read pages 1318-1328 and
finished the “Literary Analysis” and “Reading Strategies” worksheets.
Class: British Literature
Unit: Post-Modernist (1946 onward)
LESSON SIX
LESSON TITLE: “A Devoted Son” by Anita Desai
STANDARD ADDRESSED: RWC10-GR12.S2.GLE1.EO.c Evaluate the influence of historical context
on the form, style, and point of view of a written work
“I CAN” STATEMENT: I can evaluate character’s actions in a text.
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: The Students will be informally
assessed on their ability to evaluate a character’s actions in a piece of prose.
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: The teacher will have students write on
the following prompt:
“In your opinion, what obligations might a parent reasonably expect from a child? What expectations
would you consider excessive?”
As students share their responses, the teacher will ask students to draw any similarities between the
causes. To help illustrate this point, the students will watch a short video of Anita Desai speaking about
her own experiences growing up as a mixed-race child in post-colonial India.
The teacher will do a review of the literary element of irony, and how to do a critical evaluation of a
character’s actions in a text.
REQUIRED MATERIALS: Smartboard, textbooks, Internet Connection,
https://youtu.be/eKdsAtaGI-0
ASSESSMENT / HOMEWORK: For the next class students will have read pages 1340-1349 and
finished the “Literary Analysis” and “Reading Strategies” worksheets.