English(4(
(
UNIT(1:((ANGLO4SAXON((
1st Quarter/ Four weeks (
(
Students study the Anglo-Saxon epic hero and his importance in society. Through close reading of an AngloSaxon text, students observe how the oral tradition affects literature and how society can define a hero. Students
will also examine changes in the English language.(
(
Essential Questions:
• How do you define a hero?
• Are we morally obligated to answer a cry for help?
• How do you define yourself? By your actions? By your reputation? By your legacy?
Quality Core Standards - READING
Code
A.2.d
Standard A2- READING STRATEGIES
Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret
increasingly challenging texts
• I can use close-reading strategies to interpret text.
A.2.e
Compare texts to previously read texts, past and present events, and/or content learned in other
coursework
• I can compare Beowulf to the Odyssey.
• I can compare Beowulf to past events.
!
Code
A.3.a
Standard A3- KNOWLEDGE OF LITERARY AND NONLITERARY FORMS
Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary forms
(e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form affects the
meaning and function of the texts
• I can identify the defining characteristics of the epic poem.
• I can analyze the defining characteristics of the epic poem.
• I can evaluate the defining characteristics of the epic poem.
• I can identify the differences between the epic poem and nonliterary forms of writing.
• I can analyze the differences between the epic poem and nonliterary forms of writing.
• I can evaluate the differences between the epic poem and nonliterary forms of writing.
A.3.d
Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how
meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition,
alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length,
word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)
• I can identify works in various poetic forms.
• I can interpret works in various poetic forms.
• I can explain how meaning is conveyed through poetic features such as sound, devices, and
punctuation.
Code
A.4.a
Standard A4- INFLUENCES ON TEXTS
Explain the relationship between the time in which a literary work is set, the time during which the
1!
author wrote, and the time in which the reader reads (e.g., Charles Dickens’ novel A Tale of Two
Cities as a comment on the French Revolution and life in Victorian England)
• I can identify the characteristics of Anglo-Saxon literature and explain the relationship
between the Anglo-Saxon time and the time in which the reader read Beowulf.
!
A.4.b.
Analyze and evaluate the influence of traditional and mythic literature on later literature and film
(e.g., the Aristotelian concept of the tragic hero as depicted in William Shakespeare’s play King
Lear)
• I can analyze the influence of traditional literature, such as the Bible, on Anglo-Saxon
literature.
Code
A.5.c
Standard A5- AUTHOR’S VOICE AND METHOD
Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view
as they are used together to create meaning in increasingly challenging texts
• I can identify plot, character development, setting, theme, mood, and point of view as they are
used to create meaning in Beowulf.
• I can analyze plot, character development, setting, theme, mood, and point of view as they are
used to create meaning in Beowulf.
• I can evaluate plot, character development, setting, theme, mood, and point of view as they are
used to create meaning in Beowulf.
A.5.e
Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony,
imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in increasingly challenging texts
• I can identify the ways in which the devices the author chooses (e.g., irony, imagery, tone,
sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in
Beowulf.
• I can analyze the ways in which the devices the author chooses (e.g., irony, imagery, tone,
sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in
Beowulf.
• I can evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone,
sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in
Beowulf.
A.5.h
Identify the author’s stated or implied purpose in increasingly challenging texts
• I can identify the author’s stated or implied purpose in Beowulf.
Code
A.6.b
Standard A6- PERUSASIVE LANGUAGE AND LOGIC
Summarize and paraphrase information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities
• I can summarize information in Beowulf, identifying key ideas, supporting details,
inconsistencies, and ambiguities.
• I can summarize information in Beowulf, identifying key ideas, supporting details,
inconsistencies, and ambiguities.
A.6.c
Locate important details and facts that support ideas, arguments, or inferences in increasingly
challenging texts and substantiate analyses with textual examples that may be in widely separated
sections of the text or in other sources
• I can locate important details and facts that support ideas, arguments, or inferences in Beowulf
and substantiate analyses with textual examples that may be in widely separated sections of the
2!
text or in other sources
A.6.d
Distinguish between fact and opinion, basing judgments on evidence and reasoning
• I can distinguish between fact and opinion, basing judgments on evidence and reasoning.
Code
A.8.f
Standard A8- WORDS AND THEIR HISTORY
Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
• I can identify common idioms and literary, classical, and biblical allusions (e.g., descendant of
Cain) in Beowulf.
• I can interpret common idioms and literary, classical, and biblical allusions (e.g., descendant of
Cain) in Beowulf.
A.8.g
Describe and provide examples of the ways past and present events (e.g., cultural, political,
technological, scientific) have influenced the English language
• I can describe and provide examples of the ways past and present events (e.g., cultural,
political, technological, scientific) have influenced the English language.
• I can provide examples of the ways past and present events (e.g., cultural, political,
technological, scientific) have influenced the English language.
A.8.h
Apply knowledge of connotation and denotation to determine the meanings of words and phrases in
increasingly challenging texts
• I can apply knowledge of connotation and denotation to determine the meanings of words and
phrases in Beowulf.
• I can apply knowledge of denotation to determine the meanings of words and phrases in
Beowulf.
Teacher Focus:
• Epic (traits)
• Epic hero
• Alliteration
• Kenning
• Caesura
• Foil
•
•
•
•
•
•
Theme
Symbol
Anonymity
Oral tradition
Characterization
Tone
•
•
•
•
•
•
Speaker
Scop
Motivation
Legacy
Extended Metaphor
Archetypes
Required Reading
• Review of reading skills: main idea, text structure, inference, fact/opinion, summarizing, etc.;
excerpts from Beowulf; one non-fiction piece
Suggested Reading
• “The Seafarer”
Suggested Writing
• Resume; college application essay OR letter to potential employer
!
3!
Resources
Classroom texts; online texts; videos (E.g. Clash of the Gods "Beowulf," Literature in Performance "The
Battle with Grendel"); iPad; online classroom; Beowulf audio; syllabus
Suggested Activities
Discussion; small group projects; debate; presentations; quizzes; summative assessment; ongoing
grammar practice designed from ACT English test; ongoing vocabluary practice
PL/CS
Writing for real-world purposes; research skills; discussion and connection to contemporary
culture
(
UNIT(2:((RENAISSANCE((
(
1st Quarter/ Four weeks; 2nd Quarter/Two weeks(
As students compare the works of the Renaissance with those of Anglo-Saxon period, they consider how the
outstanding works of the era transcend their time and continue to inspire readers and writers. Students may
analyze the ideas, principles, and form of a literary work; discuss how a work exhibits attributes of both the
Anglo-Saxon and the Renaissance.
Essential Questions:
• How do our flaws impact our choices?
• How do you define a true friend?
• Why is important to recognize our flaws and our mistakes?
• How has our view of marriage changed over the course of time?
• How might the basic themes in Othello be conveyed in a contemporary setting?
Quality Core Standards- READING
!
Code
A.2.d
Standard A2- READING STRATEGIES
Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret
increasingly challenging texts
• I can use close-reading strategies to interpret text.
A.2.e
Compare texts to previously read texts, past and present events, and/or content learned in other
coursework
• I can compare a Shakespearean work to previously studied work.
• I can compare a Shakespearean work to past events.
• I can compare a Shakespearean work to present events.
Code
A.3.a
Standard A3- KNOWLEDGE OF LITERARY AND NONLITERARY FORMS
Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary forms
(e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form affects the
meaning and function of the texts
• I can identify the defining characteristics of the verse drama.
• I can analyze the defining characteristics of the verse drama.
• I can evaluate the defining characteristics of the verse drama.
• I can identify the differences between the verse drama and nonliterary forms of writing.
• I can analyze the differences between the verse drama and nonliterary forms of writing.
• I can evaluate the differences between the verse drama and nonliterary forms of writing.
A.3.c
Read dramatic literature (e.g., Macbeth, A Man for All Seasons) and analyze its conventions to
identify how they express a writer’s meaning
• I can read Shakespearean literature.
• I can analyze Shakespeare’s conventions and identify how they express meaning.
A.3.d
Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how
meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition,
alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length,
word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)
• I can identify and interpret various poetic forms such as sonnet and verse drama.
4!
•
!
I can explain how poetic features, devices, and structure convey meaning.
Code
A.4.a
Standard A4- INFLUENCES ON TEXTS
Explain the relationship between the time in which a literary work is set, the time during which the
author wrote, and the time in which the reader reads (e.g., Charles Dickens’ novel A Tale of Two
Cities as a comment on the French Revolution and life in Victorian England)
• I can explain the relationship between a Shakespearean work and the society of Shakespeare’s
time.
A.4.b.
Analyze and evaluate the influence of traditional and mythic literature on later literature and film
(e.g., the Aristotelian concept of the tragic hero as depicted in William Shakespeare’s play King Lear)
• I can analyze the influence of a Shakespearean work to a contemporary film.
Code
A.5.c
Standard A5- AUTHOR’S VOICE AND METHOD
Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view
as they are used together to create meaning in increasingly challenging texts
• I can identify plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Shakespearean text.
• I can analyze plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Shakespearean text.
• I can evaluate plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Shakespearean text.
A.5.d
Identify, analyze, and evaluate the author’s use of parallel plots and subplots in increasingly
challenging texts
• I can identify parallel plots and subplots in a Shakespearean work.
• I can analyze the use of parallel plots and subplots in a Shakespearean work.
• I can evaluate Shakespeare’s use of parallel plots and subplots.
A.5.e
Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in
increasingly challenging texts
• I can identify the devices Shakespeare uses.
• I can analyze how Shakespeare uses devices for effect and meaning.
• I can evaluate Shakespeare’s use of devices to achieve effect and meaning.
A.5.g
Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the
impact of diction and figurative language on tone, mood, and theme; cite specific examples from
increasingly challenging texts
• I can evaluate Shakespeare’s use of prose and blank verse to achieve tone.
A.5.h
Identify the author’s stated or implied purpose in increasingly challenging texts
• I can identify the stated or implied purpose of a Shakespearean work.
Code
A.6.b
Standard A6- PERUSASIVE LANGUAGE AND LOGIC
Summarize and paraphrase information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities
• I can ……
5!
A.6.c
Locate important details and facts that support ideas, arguments, or inferences in increasingly
challenging texts and substantiate analyses with textual examples that may be in widely separated
sections of the text or in other sources
• I can summarize information, identifying key ideas, supporting details, inconsistencies, and
ambiguities.
• I can summarize information, identifying key ideas, supporting details, inconsistencies, and
ambiguities.
A.6.d
Distinguish between fact and opinion, basing judgments on evidence and reasoning
• I can locate important details and facts that support ideas, arguments, or inferences in a
Shakespearean work and substantiate analyses with textual examples that may be in widely
separated sections of the text or in other sources
Code
A.8.b
Standard A8- WORDS AND THEIR HISTORY
Infer word meanings by analyzing relationships between words (e.g., synonyms, antonyms,
metaphors, analogies) in increasingly challenging texts
• I can infer word meanings by analyzing relationships between words (e.g., synonyms,
antonyms, metaphors, analogies) in increasingly challenging texts
A.8.d
Use context clues (e.g., author’s restatement, example) to understand unfamiliar words in increasingly
challenging texts
• I can use context clues (e.g., author’s restatement, example) to understand unfamiliar words in
increasingly challenging texts
A.8.f
Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
• I can identify common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
• I can interpret common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
A.8.h
Apply knowledge of connotation and denotation to determine the meanings of words and phrases in
increasingly challenging texts
• I can apply knowledge of connotation and denotation to determine the meanings of words and
phrases in increasingly challenging texts
Teacher Focus:
• Tragedy
• Tragic hero
• Tragic flaw
• Comic relief
• Aside
• Soliloquy
• Foil
• Characterization
!
•
•
•
•
•
•
•
Free will
Allusion
Iambic pentameter
Blank verse
Foreshadowing
Irony
Theme
•
•
•
•
•
•
Sonnet forms
Speaker
Theme
Imagery
Diction
Tone
6!
•
•
•
Couplet
Iambic pentameter
Lyric
•
•
•
Octave
Sestet
Quatrains
•
Rhyme scheme
Required Reading
• Macbeth
• Shakespearean Sonnet; one speech (E.g. "Life's Blueprint")
Suggested Writing
• Speech – Teachers will review the elements of effective speech writing with students. After analyzing 23 important speeches in the play. Students will write their own argumentative speeches on their own
chosen topics. MLA documentation of one source required.
!
! !
Resources
Classroom texts; online texts; videos (E.g. Polanski's Macbeth); iPad; online classroom; Macbeth audio;
syllabus
Suggested Activities
Discussion; small group projects; debate; presentations; quizzes; summative assessment; ongoing
grammar practice designed from ACT English test; ongoing vocabulary practice
PL/CS
Writing for real-world purposes; research skills; discussion and connection to contemporary
culture
UNIT(3:((VICTORIAN
((
(
2nd Quarter - Five weeks
!
Students explore some of the societal ills of Victorian society —questions of free will, personal, responsibility,
human conflict, ignorance, materialism, and loss. In discussion, students consider a philosophical questions in
relation to a particular text.
Essential Questions:
• In what ways does society impact our personal well being?
• What does it mean to be a good citizen?
Quality Core Standards- READING
Code
A.2.d
A.2.e
Standard A2- READING STRATEGIES
Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret
increasingly challenging texts
• I can use close-reading strategies to interpret text.
Compare texts to previously read texts, past and present events, and/or content learned in other
coursework
• I can compare A Christmas Carol to Macbeth
• I can compare ACC to past events.
Code
A.3.a
Standard A3- KNOWLEDGE OF LITERARY AND NONLITERARY FORMS
Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary
forms (e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form
affects the meaning and function of the texts
• I can identify the defining characteristics of the novel.
• I can analyze the defining characteristics of the novel.
• I can evaluate the defining characteristics of the novel.
• I can identify the differences between the novel and nonliterary forms of
writing.
• I can analyze the differences between the novel and nonliterary forms of
writing.
• I can evaluate the differences between the novel and nonliterary forms of
writing.
A.3.d
Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how
meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition,
alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line
length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone,
symbolism)
• I can identify works in various poetic forms.
• I can interpret works in various poetic forms.
• I can explain how meaning is conveyed through poetic features such as sound, devices,
and punctuation.
Code
A.4.a
Standard A4- INFLUENCES ON TEXTS
Explain the relationship between the time in which a literary work is set, the time during which
8
the author wrote, and the time in which the reader reads (e.g., Charles Dickens’ novel A Tale of
Two Cities as a comment on the French Revolution and life in Victorian England)
• I can explain the relationship between the Victorian period and the time in which the
reader read ACC.
A.4.b.
Analyze and evaluate the influence of traditional and mythic literature on later literature and
film (e.g., the Aristotelian concept of the tragic hero as depicted in William Shakespeare’s play
King Lear)
• I can analyze the influence of traditional literature, such as the Bible, on Victorian
literature.
Code
A.5.c
Standard A5- AUTHOR’S VOICE AND METHOD
Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of
view as they are used together to create meaning in increasingly challenging texts
• I can identify plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in ACC.
• I can analyze plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in ACC
• I can evaluate plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in ACC.
A.5.e
Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony,
imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in increasingly challenging texts
• I can identify the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and
shape meaning in ACC.
• I can analyze the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and
shape meaning in ACC.
• I can evaluate the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and
shape meaning in ACC.
A.5.h
Identify the author’s stated or implied purpose in increasingly challenging texts
• I can identify the author’s stated or implied purpose in ACC.
Code
Standard A6- PERUSASIVE LANGUAGE AND LOGIC
A.6.b
Summarize and paraphrase information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities
• I can summarize information in ACC identifying key ideas, supporting details,
inconsistencies, and ambiguities.
• I can paraphrase information in ACC, identifying key ideas, supporting details,
inconsistencies, and ambiguities.
A.6.c
Locate important details and facts that support ideas, arguments, or inferences in increasingly
challenging texts and substantiate analyses with textual examples that may be in widely
separated sections of the text or in other sources
• I can locate important details and facts that support ideas, arguments, or inferences in
ACC and substantiate analyses with textual examples that may be in widely
separated sections of the text or in other sources
9
A.6.d
Distinguish between fact and opinion, basing judgments on evidence and reasoning
• I can distinguish between fact and opinion, basing judgments on evidence and reasoning.
Code
A.8.f
Standard A8- WORDS AND THEIR HISTORY
Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the folk
tale of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in
increasingly challenging texts
• I can identify common idioms and literary, classical, and biblical allusions in ACC.
• I can interpret common idioms and literary, classical, and biblical allusions in ACC.
A.8.h
Apply knowledge of connotation and denotation to determine the meanings of words and
phrases in increasingly challenging texts
• I can apply knowledge of connotation and denotation to determine the meanings of words
and phrases in ACC.
• I can apply knowledge of denotation to determine the meanings of words and phrases in
ACC.
Teacher Focus:
satire
sentimentality
caricature
metaphor
tone
irony
point of view
symbol
simile
stave
carol
Required Reading
• A Christmas Carol; "The Chimney Sweeper"; one non-fiction piece
Suggested Writing
Teacher Focus:
• Student projects from teacher list (E.g. food drive)
(
(
(
(Resources
(
Classroom texts; online texts; videos (E.g. Disney's A Christmas Carol); iPad; online classroom; audio;
syllabus
Suggested Activities
Discussion; small group projects; debate; presentations; quizzes; summative assessment; ongoing
grammar practice designed from ACT English test; ongoing vocabulary practice
PL/CS
! Writing for real-world purposes; research skills; discussion and connection to contemporary culture
10!
UNIT(4:((ROMANTIC((
3rd
( Quarter - Nine weeks
!
Observing themes related to nature, students consider whether nature appears as a force of good or evil.
Students also explore some of the philosophical ideas in a Romantic work—questions of free will, fate, human
conflict, and loss. In discussion, students consider a philosophical question in relation to a particular text. By the
end of this unit, students will have an appreciation for some of the tendencies of early Romanticism.
Essential Questions:
• In what ways does nature impact our physical and mental well being?
• How is romance different from Romantic?
Quality Core Standards- READING
Code
A.2.d
A.2.e
!
Standard A2- READING STRATEGIES
Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret
increasingly challenging texts
• I can use close-reading strategies to interpret text.
Compare texts to previously read texts, past and present events, and/or content learned in other
coursework
• I can compare Rime to the Beowulf.
• I can compare Rime to past events.
Code
A.3.a
Standard A3- KNOWLEDGE OF LITERARY AND NONLITERARY FORMS
Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary
forms (e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form
affects the meaning and function of the texts
• I can identify the defining characteristics of the ballad/narrative poem.
• I can analyze the defining characteristics of the ballad/narrative poem.
• I can evaluate the defining characteristics of the ballad/narrative poem.
• I can identify the differences between the ballad/narrative poem and nonliterary forms of
writing.
• I can analyze the differences between the ballad/narrative poem and nonliterary forms of
writing.
• I can evaluate the differences between the ballad/narrative poem and nonliterary forms of
writing.
A.3.d
Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how
meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition,
alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line
length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone,
symbolism)
• I can identify works in various poetic forms.
• I can interpret works in various poetic forms.
• I can explain how meaning is conveyed through poetic features such as sound, devices,
and punctuation.
Code
A.4.a
Standard A4- INFLUENCES ON TEXTS
Explain the relationship between the time in which a literary work is set, the time during which
8!
the author wrote, and the time in which the reader reads (e.g., Charles Dickens’ novel A Tale of
Two Cities as a comment on the French Revolution and life in Victorian England)
• I can explain the relationship between the Romantic time period and the time in which the
reader read Rime and Frankenstein.
!
A.4.b.
Analyze and evaluate the influence of traditional and mythic literature on later literature and
film (e.g., the Aristotelian concept of the tragic hero as depicted in William Shakespeare’s play
King Lear)
• I can analyze the influence of traditional literature, such as the Bible, on Romantic
literature.
Code
A.5.c
Standard A5- AUTHOR’S VOICE AND METHOD
Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of
view as they are used together to create meaning in increasingly challenging texts
• I can identify plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in Rime/Frankenstein.
• I can analyze plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in Rime/Frankenstein.
• I can evaluate plot, character development, setting, theme, mood, and point of view as
they are used to create meaning in Rime/Frankenstein.
A.5.e
Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony,
imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in increasingly challenging texts
• I can identify the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in Rime/Frankenstein.
• I can analyze the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in Rime/Frankenstein.
• I can evaluate the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape
meaning in Rime/Frankenstein.
A.5.h
Identify the author’s stated or implied purpose in increasingly challenging texts
• I can identify the author’s stated or implied purpose in Rime.
Code
Standard A6- PERUSASIVE LANGUAGE AND LOGIC
A.6.b
Summarize and paraphrase information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities
• I can summarize information in Rime/Frankenstein. identifying key ideas, supporting details,
inconsistencies, and ambiguities.
A.6.c
Locate important details and facts that support ideas, arguments, or inferences in increasingly
challenging texts and substantiate analyses with textual examples that may be in widely
separated sections of the text or in other sources
• I can locate important details and facts that support ideas, arguments, or inferences in
9!
Rime/Frankenstein and substantiate analyses with textual examples that may be in
widely separated sections of the text or in other sources
A.6.d
Distinguish between fact and opinion, basing judgments on evidence and reasoning
• I can distinguish between fact and opinion, basing judgments on evidence and reasoning.
Code
A.8.f
Standard A8- WORDS AND THEIR HISTORY
Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the folk
tale of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in
increasingly challenging texts
• I can identify common idioms and literary, classical, and biblical allusions in Rime/ Frank.
A.8.h
Apply knowledge of connotation and denotation to determine the meanings of words and
phrases in increasingly challenging texts
• I can apply knowledge of connotation and denotation to determine the meanings of words
and phrases in Rime/Frankenstein.
• I can apply knowledge of denotation to determine the meanings of words and phrases in
Rime/Frankenstein.
Teacher Focus:
• Literary ballad
• Narrative poem
• Rhyme scheme
• Gothic/supernatural
elements
• Theme
• Imagery
•
•
•
•
•
•
Tone
Assonance
Speaker
Personification
Apostrophe
Allusion
•
•
•
•
•
•
Symbol
Motive
Metaphor
Internal rhyme
Extended Metaphor
Frame story (points
of view)
Required Reading
• excerpt from Rime of the Ancient Mariner; Frankenstein; one non-fiction piece
Suggested Writing
Teacher Focus:
• Argumentative/Analytical Research-based Essay. MLA documentation of three sources
required.
(
(Resources
(
Classroom texts; online texts; videos; iPad; online classroom; Frankenstein audio; syllabus
Suggested Activities
Discussion; small group projects; debate; presentations; quizzes; summative assessment; ongoing
grammar practice designed from ACT English test; ongoing vocabulary practice
PL/CS
Writing for real-world purposes; research skills; discussion and connection to contemporary
culture
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UNIT(5:((MODERN(and(CONTEMPORARY(!
4th Quarter-Nine weeks
Students consider the problems inherent in fashioning a perfect society or perfect individual. Examining how
authors rework classical stories and themes, students ponder how historical context affects an enduring story or
theme. They engage in discussions resembling college discussions, where they pursue focused questions in
depth over the course of one or two class sessions.
Essential Questions:
• What are the defining characteristics of literature of the modern world?
• How does the historical context impact the literature?
• What are the cross-cultural connections in the literature?
• What do the themes of the literature suggest about society?
Quality Core Standards- READING
Code
A.2.d
Standard A2- READING STRATEGIES
Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret
increasingly challenging texts
• I can use close-reading strategies to interpret text.
A.2.e
Compare texts to previously read texts, past and present events, and/or content learned in other
coursework
• I can compare a Modern/Contemporary work to previously studied work.
• I can compare a Modern/Contemporary work to past events.
• I can compare a Modern/Contemporary work to present events.
Code
Standard A3- KNOWLEDGE OF LITERARY AND NONLITERARY FORMS
Drama, Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary forms
(e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form affects the
meaning and function of the texts
• I can identify the defining characteristics of drama, short stories, or the novel.
• I can analyze the defining characteristics of drama, short stories, or the novel.
• I can evaluate the defining characteristics of drama, short stories, or the novel.
• I can identify the differences between drama, short stories, or the novel and nonliterary forms
of writing.
• I can analyze the differences between drama, short stories, or the novel and nonliterary forms of
writing.
• I can evaluate the differences between drama, short stories, or the novel and nonliterary forms
of writing.
A.3.c
Code
A.4.a
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Read dramatic literature (e.g., Macbeth, A Man for All Seasons) and analyze its conventions to
identify how they express a writer’s meaning
• I can read Modern/Contemporary literature.
• I can analyze Modern/Contemporary conventions and identify how they express meaning.
Standard A4- INFLUENCES ON TEXTS
Explain the relationship between the time in which a literary work is set, the time during which the
author wrote, and the time in which the reader reads (e.g., Charles Dickens’ novel A Tale of Two
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Cities as a comment on the French Revolution and life in Victorian England)
• I can explain the relationship between a Modern/Contemporary work and the society of its
time.
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A.4.b.
Analyze and evaluate the influence of traditional and mythic literature on later literature and film
(e.g., the Aristotelian concept of the tragic hero as depicted in William Shakespeare’s play King Lear)
• I can analyze the influence of a previously studied work to a Modern/Contemporary work.
Code
A.5.c
Standard A5- AUTHOR’S VOICE AND METHOD
Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view
as they are used together to create meaning in increasingly challenging texts
• I can identify plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Modern/Contemporary text.
• I can analyze plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Modern/Contemporary text.
• I can evaluate plot, character development, setting, theme, mood, and point of view as they are
used together to create meaning in a Modern/Contemporary text.
A.5.d
Identify, analyze, and evaluate the author’s use of parallel plots and subplots in increasingly
challenging texts
• I can identify parallel plots and subplots in a Modern/Contemporary text.
• I can analyze the use of parallel plots and subplots in a Modern/Contemporary text.
• I can evaluate the Modern/Contemporary use of parallel plots and subplots.
A.5.e
Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery,
tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in
increasingly challenging texts
• I can identify the devices in Modern/Contemporary literature.
• I can analyze how Modern/Contemporary authors use devices for effect and meaning.
• I can evaluate Modern/Contemporary authors’ use of devices to achieve effect and meaning.
A.5.g
Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the
impact of diction and figurative language on tone, mood, and theme; cite specific examples from
increasingly challenging texts
• I can evaluate Modern/Contemporary authors’ use of style to achieve rhetorical and aesthetic
purposes.
A.5.h
Identify the author’s stated or implied purpose in increasingly challenging texts
• I can identify the stated or implied purpose of a Modern/Contemporary work.
Code
A.6.b
Standard A6- PERUSASIVE LANGUAGE AND LOGIC
Summarize and paraphrase information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities
• I can summarize information in increasingly challenging texts, identifying key ideas,
supporting details, inconsistencies, and ambiguities.
• I can paraphrase information in increasingly challenging texts, identifying key ideas, supporting
details, inconsistencies, and ambiguities.
A.6.c
Locate important details and facts that support ideas, arguments, or inferences in increasingly
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challenging texts and substantiate analyses with textual examples that may be in widely separated
sections of the text or in other sources
• I can locate important details and facts that support ideas, arguments, or inferences in a
Modern/Contemporary work and substantiate analyses with textual examples that may be in
widely separated sections of the text or in other sources.
A.6.d
Distinguish between fact and opinion, basing judgments on evidence and reasoning
• I can distinguish between fact and opinion, basing judgments on evidence and reasoning.
Code
A.8.b
Standard A8- WORDS AND THEIR HISTORY
Infer word meanings by analyzing relationships between words (e.g., synonyms, antonyms,
metaphors, analogies) in increasingly challenging texts
• I can infer word meanings by analyzing relationships between words (e.g., synonyms,
antonyms, metaphors, analogies) in increasingly challenging texts.
A.8.d
Use context clues (e.g., author’s restatement, example) to understand unfamiliar words in increasingly
challenging texts
• I can use context clues (e.g., author’s restatement, example) to understand unfamiliar words in
increasingly challenging texts.
A.8.f
Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
• I can identify common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
• I can interpret common idioms and literary, classical, and biblical allusions (e.g., the folk tale
of the slave who could fly as used in Toni Morrison’s novel Song of Solomon) in increasingly
challenging texts
A.8.h
Apply knowledge of connotation and denotation to determine the meanings of words and phrases in
increasingly challenging texts
• I can apply knowledge of connotation and denotation to determine the meanings of words and
phrases in increasingly challenging texts
Teacher Focus:
• Levels of comedy (low,
farce, manners, ideas –
focus on comedy of
ideas)
• Dialect
• Cockney
• Theme
• Symbol
• Epilogue
•
•
Characterization
Motive
•
•
•
•
•
•
Allusion
Myth
Class systems
Plot
Point of View
Exposition
•
•
•
•
•
•
Conflict
Rising/Falling Action
Climax
Denouement
Theme
Setting
Required Reading
• Pygmalion;one non-fiction piece; one poem
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Suggested Reading
•
• “Araby”
• “A Cup of Tea”
• “The Distant Past”
• “Six Feet of the Country”
Suggested Writing
• End-of-the-year reflective project: "What I Believe"
Resources
Classroom texts; online texts; videos; iPad; online classroom; Pygmalion audio; syllabus
Suggested Activities
Discussion; small group projects; debate; presentations; quizzes; summative assessment; ongoing
grammar practice designed from ACT English test; ongoing vocabulary practice
PL/CS
Writing for real-world purposes; research skills; discussion and connection to contemporary
culture
!
14!