UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT Summer Reading Essential Question: What are the elements of Romantic Summative Assessment and Gothic literature? What is an epistolary novel and how 1. Dialectical Journals does this affect the narration of the text? How does Austin 2. MC Test on Summer Reading depict the themes of pride and prejudice and false first 3. Major Paper impressions in her novel? How does Hosseini use the theme of guilt and atonement and how does he use the two boys’ lives as a parallel to Afghanistan’s history? th
Romantic and Gothic Literature/The Epistolary Novel How Author’s Use Theme to Convey Society’s Attitudes
Symbolism, History’s Effect on Novel, and Theme Dialectical Journals
Summative on Summer Reading
Major Paper
SCCS/ Core Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Learning Progression
Critical CCCS - R.12-2, 3, and 5.
Indicators Day Learning Intention Supporting Embedded SCCS – 1.3, 1.6 CCCS-R.12.10 Students will be able to identify Romantic and 1 SCCS-1.8, 3.1
SCCS- 1.2, 1.4, and 1.5 CCCS - R.12-2, 3, and 5.
SCCS – 1.3, 1.6
SCCS – 1.3, 1.6
CCCS-R.12.10
SCCS -1.3, 1.6
CCCS-R.12.10
SCCS- 1.2, 1.3, 1.4, and 1.5
n/a
SCCS-1.8
SCCS- 1.2, 1.3, 1.4, and 1.5 CCCS - R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5 CCCS - R.12-2, 3, and 5.
3
SCCS-1.8
SCCS- 1.2, 1.4, and 1.5 CCCS - R.12-2, 3, and 5.
2
SCCS-1.8
SCCS- 1.2, 1.4, and 1.5
CCCS - R.12-2, 3, and 5.
CCCS-R.12.10
Gothic characteristics in Frankenstein and will be able to explain the interweaving narration in the text of the novel Frankenstein. Students will analyze different attitudes and expectations associated with marriage and explore the themes of pride and prejudice and the danger of first impressions as they apply to Elizabeth, Mr. Darcy, Jane, Mr. Wickham, and other characters. Students will be able to analyze how the importance of the symbols in the novels, how the novel’s actions mirrors that of the history of Afghanistan itself, and how the theme of guilt and atonement relates to the novel.
SCCS – 5.4, 5.6
CCCCS – W12.1, 4, 5, and 6 SCCS – 4.1, 4.2, 4.3, 4.4, 4.5, and 4.6
4
Multiple Choice Test on Summer Reading
n/a
Students will choose one of several topics and write a formal paper that will be submitted.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT The Advanced Placement Essay Essential Question: What are the expectations for writing Summative Assessment on the Advanced Placement Literature and Composition 1. n/a – benchmark assignment Exam? Learning SCCS/ Indicators Day Learning Intention Progression Core Critical Supporting Embedded CCCS SCCS – 5.4, 5.6 CCCS – W- 12.1, Students will write a well-organized essay in Benchmark – Timed 1 R.12-2, 3, 4, 5, and 6 which they explain how Heaney conveys not Writing and 5. SCCS – 4.3, 4.4,
Timed Writing Poetry Analysis
Timed Writing Rubric and Evaluation
Score Discussions
Self-Reflection and Goals
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
th
SCCS- 1.2, 1.3, 1.4, and 1.5 CCCS – IT.12.1, 2, 5, and 6 SCCS- 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, and 2.4 CCCS – IT.12.1, 2, 5, and 6 SCCS- 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, and 2.4 CCCS – IT.12.1, 2, 5, and 6 SCCS- 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, and 2.4 CCCS- W. 4, 5, and 6 SCCS- 5.6
just a literal description of picking blackberries but a deeper understanding of the whole experience.
4.5, and 4.6
2
Students will understand the requirements of the Advanced Placement literary analysis rubric, will evaluate actual AP essays to determine “what good is,” and will evaluate their essays based upon the rubric.
3
Students will analyze a text given by the AP test and will read essays to determine what they think the essays should have earned on the AP test.
4
Students will collaborate on their choices for the essays’ score and will discuss the essays with the entire class.
5
Students will re-examine their essays, write a reflection based on class discussion and rubric requirements, and set goals for their writing.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT- Poetry Essential Question: What is poetry? How does poetry Summative Assessment differ from other genres? What should one evaluate when 1. Timed Writing #1 analyzing poetry? What key literary terms do poems often 2. Timed Writing #2 include? 3. Major Poetry Paper* 4. Poetry Summative Learning SCCS/ Indicators Day Learning Intention Progression Core Critical Supporting Embedded SCCS – 5.4 CCCS – W- 12.1, Students will evaluate how poetry is distinct from prose, Introduction to Poetry 1 4, 5, and 6 th
Rhythm, Figurative Language, and Word Order Connotation and Denotation Timed Writing – Focus on Connotation and Denotation Metaphor, Personification, and Metonymy Symbol, Allegory, Paradox, Overstate-ment, Understate-ment, and Irony Allusion and Tone Sound and Prosody
Allusion, Tone, Denotation, and Connotation
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
SCCS – 4.3, 4.4, 4.5, and 4.6
SCCS – 1.3, 1.6
CCCS-R.12.10
2
SCCS-1.8, 3.1 SCCS – 1.3, 1.6
CCCS-R.12.10
3
Students will be able to distinguish between connotation and denotation and will evaluate the use of both in “There Is No Frigate Like a Book” and “The Naked and the Nude.”
4
Students will compare/contrast the connotation of “The Naked and the Nude” to another poem with a similar theme in a 40 minute timed writing.
5
Students will evaluate “It Sifts from Leaden Sieves” and “A Valediction: Forbidding Mourning” for their use of connotation, denotation, and figurative language and will be able to define an antecedent. Students will able to define and give examples of symbol, allegory, paradox, overstatement, understatement, irony, dramatic irony, and situational irony and will evaluate their use in “Fame,” “Fire and Ice,” and “Ulysses.”
SCCS-1.8, 3.1
CCCS R.12-2, 3, and 5.
CCCS- W. 4, 5, and 6 SCCS- 5.6 SCCS – 1.3, 1.6
SCCS- 1.2, 1.3, 1.4, and 1.5
CCCCS – W12.1, 4, 5, and 6 SCCS – 4.1, 4.2, 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1
SCCS – 1.3, 1.6
CCCS-R.12.10
6
SCCS-1.8, 3.1 SCCS – 1.3, 1.6
CCCS-R.12.10
SCCS – 1.3, 1.6
SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
the difference between a narrative and a lyric, and the terms students will use throughout the year to evaluate poetry. Students will analyze “As Imperceptibly as Grief” and “A Noiseless, Patient Spider” for their rhythm, figurative language, word order, and overall effect.
7-8
Students will be able to identify allusions and tone in “Leda and the Swan” and “Journey of the Magi.”
910
Students will be able to identify sound and prosody terms, will analyze the meter and similes in “Down by the Salley Gardens,” will identify stressed syllables in “I Like to See It Lap the Miles” and evaluate “God’s Grandeur” Students will analyze the poem “Second Coming” and evaluate it as an allusion to the title of the book Things Fall Apart.
11
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Things Fall Apart (will coincide with the poetry unit) Essential Question: How do African literature and literary traditions affect Summative Assessments th
Achebe’s style? How is the title an important theme in the novel? What are the central conflicts? How is the novel an exploration of the ramifications of Colonialism? Is Okonkwo a tragic hero? What role do dramatic irony, foreshadowing, and suspense play in the novel? What is a proverb and how is it used? What is a character foil?
Learning Progression
SCCS/ Core
Critical
Chapters 1-2 – Narrator and Imagery Chapters 3-4 – Repetition, Proverbs, Sarcasm, Appearance vs. Reality Chapter 5-6 – the Ibo Culture, Extended Metaphor, and Style Chapters 7-9 - Characterization, Imagery, and Themes Chapters 10-12 – Irony, Theme, and Women’s Roles Chapter 13 – Foreshadowing, Narrative Structure, and Irony Chapter 14 – Figurative Language Chapters 15-16 – Theme Chapters 17-19 – Metaphor, Narrative Structure, and Foreshadowing Chapters 20-21 – Narrative Structure, Anaphora, and Theme Chapters 22-23 – Theme Chapters 24-25 – Irony, Tragic Hero, and Theme TFA AP Practice TFA Review for Summative TFA Timed Writing
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Introduction to Things Fall Apart
CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
1. 2.
MC Test Dialectical Journal
Indicators Day Supporting Embedded SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
3
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
4
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
5-6
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
7
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
8
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
9
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
12
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
15
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
10 11
13 14
16 17
4. Timed Writing 5. Major Paper
6. Discussion
Learning Intention Students will be able to explain why Things Fall Apart was written and will understand what elements to specifically note while reading the novel. Students will analyze the use of imagery, the importance of narrator, how Okonkwo’s father influences him, why words are italicized, and describe the familial structure. Students will evaluate the effect of repetition, identify the importance of chi, explain the meaning of a proverb, explain the sarcasm used, and Okonkwo’s perception of his son vs. the reality. Students will evaluate the Ibo culture based on the Festival of the New Yam, the extended metaphor’s meaning, and the style of language Achebe uses to describe a scene in Chapter Six. Students will evaluate Okonkwo’s view of manhood, Ikemefuna and Nwoye’s relationship, the locust imagery, foreshadowing, and themes. Students will explain the irony of the trial, the women’s role, the tortoise and bird’s relation to Colonialism, and the wedding ceremony’s purpose. Students will explain the foreshadowing of the one-handed spirit’s benediction, the significance of death at middle of novel, and the irony of Okonkwo’s return to his motherland. Students will identify figurative language. Students will explain the Oracle’s comparison of the white men to locusts and the role of the missionaries. Students will evaluate Okonkwo’s reaction to Nwoye’s church attendance, the metaphor at the end of the chapter, the significance of Okoli’s death, the significance of the final speech in Chapter 19 and what it foreshadows for Part Three. Students will evaluate the narrative structure, the effect of the anaphora, and the theme in the last paragraph of Chapter 21. Students will evaluate the theme “things fall apart” in relation to these chapters. Students will discuss the irony in the novel’s final paragraphs, why Okonkwo commits suicide, and how his death is juxtaposed to the fall of the clan. Students will read passages and answer questions based on those they would have on the AP exam. Students will analyze theme, symbols, narrative structure, and characterization in the novel. Students will write a well-organized essay that shows how Things Fall Apart incorporates death scenes to help illuminate the meaning of the work as a whole.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Heart of Darkness Essential Question: What is a frame story and how is it employed? How are Summative Assessments th
the minor characters central to the themes? What is a thesis sentence? What are the motifs and what meaning do they add to the text? What is characterization? What is Conrad saying about Imperialism?
Introduction to Heart of Darkness Part I: Paragraphs 1-27 - Frame Story, Mood, and Allusions Part I: Paragraphs 28-50 Imagery, Characterization, and Theme Part I: Paragraphs 51-75 Characterization HOD: Major Quiz HOD: Timed Writing Part II: Paragraphs 1-19 – Literary Devices AP Practice Part II: Paragraphs 21-37 – Literary Devices and Symbols AP Practice HOD: Major Quiz Timed Writing Part III: Paragraphs 1-29 Theme and Characterization AP Practice Part III: Paragraphs 30-87 – Theme and Comparison/Contrast AP Practice Motif Tracking Poster and Presentations
SCCS/ Core
Critical
Dialectical Journal
6. Motif Tracking Poster
5. Major Paper
Learning Intention Students will understand the novel’s background and important themes and motifs they are to examine while reading the novel. Students will evaluate why Conrad chose to write this novel as a frame story. Students will be able to identify the mood established in the first paragraph, analyze Marlow from his initial description, and identify the effect and meaning of the allusions. Students will analyze the imagery associated with the outer station and the accountant. Students will also identify points of futility mentioned in the novel.
1
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
4-5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
6-7
Students will be able to assign traits to each of the specified characters from Part I.
8
Students will take a formative assessment that will indicate their understanding of the characters, the setting thus far, and the development of themes.
9
Students will write a well-organized essay that explains how Conrad uses selection of detail, diction, and syntax to present his ideas about the march of civilization.
8
Students will be able to identify literary devices as they read the text of Part II.
9
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
17
Students will be able to analyze passages from the text and answer AP-styled questions about them. Students will be able to identify literary devices as they read the text of Part II. Students will be able to discuss the importance of the symbols found in the novel thus far. Students will be able to analyze passages from the text and answer AP-styled questions about them. Students will take a formative assessment that will indicate their understanding of the characters, the setting thus far, and the development of themes. Students will write a well-organized essay that examines the structure of a passage, discussing especially how Conrad manages to convey both a sense of distaste and yet an uncomfortable awareness of a bond with the natives. Students will examine Kurtz as a character and the natives’ reaction to him and will compare/contrast Marlowe and Kurtz. Students will be able to analyze passages from the text and answer AP-styled questions about them. Students will be able to analyze the thematic development of the ideas of madness, hypocrisy, and the metaphysical journey and will be able to compare/contrast the African mistress and the fiancé. Students will be able to analyze passages from the text and answer AP-styled questions about them. Students will create a thesis statement and track their assigned motifs over the course of the novel and present these motifs to the class.
SCCS – 1.3, 1.6
SCCS – 1.3, 1.6
SCCS- 1.2, 1.3, 1.4, and 1.5
4. Timed Writing(s)
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
SCCS – 1.3, 1.6
CCCS R.12-2, 3, and 5.
2.
Indicators Day Supporting Embedded SCCS – 1.3, 1.6
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Learning Progression
1. MC Test
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
2-3
10 11 12 13 14 15 16
18-20
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Shakespeare’s Othello Essential Question: Is Othello a tragic hero? What roles do light and Summative Assessments th
darkness play? How does the play demonstrate social views of Shakespeare’s time? What role does imagery play? Who are foils and what do they reveal?
Learning Progression
SCCS/ Core
Critical
2. Dialectical Journal Indicators Day Supporting Embedded SCCS – 1.3, 1.6
ACT I – Mood, Imagery, Society’s Values, Language, Symbolism, Parallelism Act I AP Practice Passages
SCCS – 1.3, 1.6
Act II – Irony, Language, and Characterization Act II AP Practice Passages Act II Timed Writing Act III – Theme and Irony Act III AP Practice Passages Act III Timed Writing Act IV – Character, Symbolism, Theme Act IV AP Practice Passages Act V – Symbolism, imagery, foils, and characterization Act V AP Practice Passages Act V Timed Writing Motif Presentations
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Introduction to Othello
Act I, Scene III Timed Writing
SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 CCCS R.12-2, 3, and 5. SCCS – 1.3, 1.6 SCCS- 1.2, 1.3, 1.4, and 1.5
1. MC Test
SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
3. Timed Writings
6. Motif Presentation
4. Major Paper
Learning Intention
Students will understand the background of Othello, themes that are prevalent, and what roles they will play. Students will read Act I in order to analyze the mood, prominent images, the role of women in society, the language used to describe Othello, and the parallelism and symbolism of the deception by Iago and the Turks. Students will be able to complete practice AP passage questions that focus on the language used, irony, and metaphors. In additions, students will understand the following terms: rhymed couplet, chiasmus, conditional clause, ellipsis, and an imperative.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
1
CCCS-R.12.10 SCCS-1.8, 3.1
4
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1
5
Students will refer to a passage in Act I, scene iii and, in a well-organized essay, discuss how Iago’s use of language helps to reveal and develop his character.
6-7
Students will read Act II to analyze the purpose of the weather, the use of dramatic and verbal irony, the characterization of Desdemona, Cassio, and Iago, and Iago’s language.
8
Students will be able to answer practice AP passage questions based upon Iago’s language. Students will write a well-organized essay that discusses which position is more valid: Cassio’s – to lose one’s reputation is to lose a critical, even immortal part of oneself or Iago’s – reputation is meaningless and does not reflect who a person really is Students will read Act III to analyze the theme of jealousy and the use of irony.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
16
2-3
9 10-11 12 13 14-15
17 18 19 20-22
Students will answer AP practice passages that focus on connotation, denotation, irony, language, and imagery. Students will write a well-organized essay that analyzes the rhetorical strategies and techniques Iago uses to manipulate Othello. Students will read Act IV and analyze the significance of Roderigo’s character, the symbolism of the handkerchief, the changes in Othello and Desdemona’s relationship, and Iago’s influence on Othello. Students will answer AP practice questions that show Desdemona and Emilia as foils and will examine foreshadowing and language. Students will read Act V to evaluate symbolism, imagery, foils, characterization, and the fates of the characters. Students will answer questions for AP practice and evaluate Othello’s language at different times in the play. Students will write a well-organized essay in which they show how Emilia serves in the play as a foil to Desdemona. Students will create a poster, PowerPoint Presentation, or another digital medium to present how their motif was reflected throughout the play.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Their Eyes Were Watching God Essential Question: What symbols and themes are used throughout the Summative Assessments th
novel? What are the characteristics of African-American folklore and how does Hurston include these in the novel? What is the importance of names? By the end of the novel, what does Hurston suggest about the differences between men and women? Why is it important that this a frame story? Is Janie a traditional woman from this time period?
Learning Progression
SCCS/ Core
Critical
1. MC Test
2.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
Chapters One-Two: Dialect, Metaphor, and Figurative Language Chapters Three-Four: Characterization, Conflict Chapters Five-Six: Allusions and Imagery
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
3
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
6
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
7
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
8
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
9
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
10
CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
12-13
Chapters Fifteen and Sixteen: Voice and the roles of minor characters Chapters Seventeen and Eighteen: Symbols and Theme Chapters Nineteen and Twenty: Treatment of Women, Characterization, Predictions Review Timed Writing
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Introduction to Their Eyes Were Watching God
Chapters Seven and Eight: Characterization and Point of View Chapters Nine and Ten: Tea Cake and Connotation/ Denotation Chapters Eleven and Twelve: Janie’s Relationships and African-American Folklore Chapters Thirteen and Fourteen: Characterization of Tea Cake
CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
3. Timed Writing
Dialectical Journal
Indicators Day Supporting Embedded
SCCS – 1.3, 1.6
(coincides with Othello)
4
11
14
Learning Intention Students will understand the background of Their Eyes Were Watching God, themes that are prevalent, and what roles they will play. Students will understand the importance of dialect, recognize the novel as a frame story, identify figurative language, and discuss the differences between men and women in the first paragraphs. Students will be able to characterize Nanny, Logan Killicks, and Janie and identify the types of conflicts present in the chapters. Students will analyze important allusions in the chapters and evaluate Hurston’s imagery. Students will analyze Joe and Janie’s relationship and its disintegration and how a different point of view might change the novel as a whole. Students will compare/contrast Tea Cake to Logan Killicks and Joe Starks. Students will analyze how the men’s names reflect the nature of their relationship to Janie and understand the characteristics of African-American folklore and its usage in Chapters 1-12. Students will discuss the importance of the $200 Janie hides, what Tea Cake does with the money and what the reader’s reaction is towards Tea Cake, and how the relationship changes. Students will evaluate the importance of voice throughout the novel thus far and discuss the roles of Nunkie and Mrs. Turner in the book. Students will identify the symbols in the novel and discuss the hurricane in terms of the overall meaning of the novel. Students will identify themes in the novel, discuss the treatment of women, characterize Janie, and make predictions bases on the development of Janie’s character throughout the text. Through a Socratic seminar, the students will review the novel as a whole. Students will write a well-organized essay that evaluates the novel as a whole.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-The Sonnet Essential Question: What are the characteristics of a sonnet? How does Summative Assessments th
one scan a sonnet? How does one use connotation/denotation, imagery, tone, figurative language, and allusions to help determine theme?
Learning Progression
SCCS/ Core
Critical
1. MC Test
2. Dialectical Journal Indicators Day Supporting Embedded
3. Timed Writings 4. Major Paper
Learning Intention
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
Stanzas and Figurative Language
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
3 4
Students will be able to scan the poem “Amoretti” and identify the characteristics of the sonnet.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
7
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
8
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCS-R.12.10 SCCS-1.8, 3.1
9
Students will analyze two of Shakespeare’s sonnets for their sound, figurative language, theme, and imagery. Students will analyze two of Shakespeare’s sonnets for their use of connotation/denotation, puns, figurative language, and themes. Students will analyze two of Shakespeare’s sonnets for their sound, figurative language, theme, connotation/denotation, and imagery. Students will analyze two of Shakespeare’s sonnets for their sound, figurative language, theme, connotation/denotation, and imagery. Students will write a well-organized essay that evaluates a poem.
10
Students will analyze the imagery, structure, allusions, metaphor, paradox, theme and rhetorical figures in Donne’s Holy Sonnets.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
11
Students will analyze Donne’s poems for connotation/denotation, imperatives, imagery, shifts, tone, and rhetorical figures.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
12
Students will analyze Herrick’s poems for tone, connotation/denotation, symbolism, rhyme scheme, and theme.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
13
Students will analyze Milton’s poems for metonymy, allusions, tone, and images. Students will analyze Herbert’s poems for denotation/connotation, allusions, tone, imagery, and theme.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
15
Scansion Scansion and Sonnet Characteristics Sound, Figurative Language, Theme, and Imagery Connotation/Denotation, Puns, Figurative Language, and Themes Sound, Figurative Language, Theme, Connotation/Denotation, and Imagery Sound, Figurative Language, Theme, Connotation/Denotation, and Imagery Timed Writing Imagery, Structure, Allusions, Metaphor, Paradox, Theme, and Rhetorical Figures Connotation/Denotation, Imperatives, Imagery, Shifts, Tone, and Rhetorical Figures Connotation/Denotation, Symbolism, Rhyme Scheme, and Theme Metonymy, Allusions, Tone, and Images Connotation/Denotation, Allusions, Tone, Imagery and Theme Connotation/Denotation, allusion, tone and structure Review Timed Writing
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Introduction to Sonnets
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5 SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
6
14
Students will be able to identify the key characteristics of a sonnet, understand the different types of sonnets, and be able to identify a quatrain, couplet, octave, and sestet. Students will read “My Galley Charged with Forgetfulness” in order to analyze the types of stanzas used, figurative language, and the sonnet characteristics. Students will be able to scan the poem “Astrophel and Stella.”
16
Students will analyze “To His Coy Mistress” for theme, denotation/connotation, allusion, tone, and structure. Students will review the sonnet and the poems covered.
17
Students will write a well-organized essay on a sonnet.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Madame Bovary Essential Question: What is realism? How does one evaluate writing style? Summative Assessments th
How does Flaubert use juxtaposition? How does his writing mimic his character’s mood? How does Flaubert use satire? What is Flaubert saying about society?
Learning Progression
SCCS/ Core
Critical
Part I: Chapters 1-4 Point of View and Characterization Part I: Chapters 5-9 Realism Formative Assessment
SCCS – 1.3, 1.6
Part III: Chapters 1-4 Part III: Chapters 5-7 Review MB vs. TEWWG Planning MB vs. TEWWG Drafting
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
SCCS – 1.3, 1.6
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
2.
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
3. Major Paper
Dialectical Journal
Indicators Day Supporting Embedded
Introduction to Madame Bovary
Part II: Chapters 1-4 Feminine Criticism Part II: Chapters 5-7 Satire and Writing Style Part II: Chapters 8-9 Iron and Leon vs. Rodolphe Part II: Chapters 10-11 Hippolyte’s Significance Part II: Chapters 12-13 Emma and Foreshadowing Part II: Chapters 14-15 Writing Style and Juxtaposition Formative Assessment
1. MC Test
(coincides with the Sonnet)
Learning Intention
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
1
Students will understand the background of Madame Bovary.
2
Students will be able to identify and analyze point of view and characterize Emma and Charles.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
3
Students will be able to identify the realist components of the novel. Students will take a formative assessment on Part I.
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
5
4
11
Students will use feminine criticism to analyze the plot in Chapters 1-4. Students will be able to identify the satire in these chapters and analyze the style of writing. Students will compare/contrast Leon and Rodolphe and be able to analyze the irony in the section. Students will evaluate the importance of the story of Hippolyte in the novel and relate him to Emma. Students will identify the foreshadowing and further characterize Emma at this point in the novel. Students will evaluate Flaubert’s writing style and the use of juxtaposition. Students will take a formative assessment on Part II.
12
Students will analyze the role of religion in the novel.
13
Students will analyze Flaubert’s style of writing and the point of view. Students will analyze symbols and motifs and discuss the theme of the novel. Students will identify key comparison/contrast points for Madame Bovary and Janie in Their Eyes Were Watching God.
6 7 8 9 10
14 15 16
Students will draft their essays comparing/contrasting Madame Bovary and Janie.
UNIT PLAN OVERVIEW Grade/Subject 12th/AP Literature and Composition: UNIT-Oedipus Rex Essential Question: What is a tragedy according to Sophocles? What is the Summative Assessments Chorus, who comprises the Chorus, and what is the role of the Chorus? What is hubris and how does Oedipus exhibit it? What are the themes and symbols found in the play? What is the role of the gods in the play and why is this important?
Learning Progression
SCCS/ Core
Critical
Characterization, Chorus, Hubris, Theme, Symbolism, Comparison/Contrast of Oedipus and Creon
Tragedy, Theme, Symbolism
Timed Writing
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Introduction to Oedipus Rex
1. MC Test
2.
Dialectical Journal
Indicators Day Supporting Embedded SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2-5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
6
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
7
CCCS R.12-2, 3, and 5.
3. Major Paper
SCCS- 1.2, 1.3, 1.4, and 1.5
4. Timed Writing
Learning Intention Students will understand the background of Oedipus Rex. Students will be able to identify aspects of the character of Oedipus through his interactions with the Priest, Creon, the Chorus, and Tiresias. Students will be able to identify the Chorus, its role, and its members. Students will be able to identify examples of how Oedipus exhibits hubris. Students will compare/contrast Creon and Oedipus. Students will examine the play as a tragedy, discuss the themes in the play, analyze the importance of sight and blindness, what is spoken, what is concealed, who speaks, who listens, and who is silent. Students will discuss how this play is relevant to modern society. Students will write a well-organized essay in which they describe how the events that unfold in Oedipus the King are intensified by the irony that different characters possess unique knowledge and that the final resolution hinges on piecing together the fractured elements of Oedipus’ past.
UNIT PLAN OVERVIEW Grade/Subject 12th/AP Literature and Composition: UNIT-Wuthering Heights Essential Question: What are the characteristics of Gothic literature? How Summative Assessments is Wuthering Heights a science fiction novel? How does the contrasting nature of love play a role in the novel? What is a frame story and why use this technique? How does foreshadowing play a role in the novel? Does foreshadowing differ from prophecy? What is indirect characterization vs. direct characterization? How does setting affect mood?
Learning Progression
SCCS/ Core
Critical
Introduction to Wuthering Heights Chapters 1-2: Point of View, Characterization, and Setting
Chapters 6-8:Setting and Its Inhabitants
Chapters 9-10: Comparison/Contrast Chapters 11-12: Gothic Elements Chapters 13-16: Foreshadowing vs. Prophecy Chapters 17-18: Foreshadowing, Symbolism, Point of View Chapters 19-21: Foreshadowing, Symbolism, Point of View Chapters 22-25: Foreshadowing, Symbolism, Point of View Chapters 26-30: Foreshadowing, Symbolism, Point of View Chapters 31-34: Climax and Plot Chart Review
SCCS- 1.2, 1.3, 1.4, and 1.5
3. Major Paper
Dialectical Journal
4. Timed Writing
Learning Intention
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
1
Students will understand the background of Wuthering Heights.
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
3
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
4
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
5
Students will analyze the mood established through point of view and will use both direct and indirect characterization to analyze Lockwood. Students will be able to identify Gothic elements and foreshadowing. Students will use details from the text to demonstrate how Wuthering Heights and its inhabitants resemble each other. Students will characterize Catherine Earnshaw, Edgar and Isabella, and Heathcliff. Students will analyze point of view and discuss how the theme about love as nurturing and creative vs. love as all consuming and destructive plays out in the introductory chapters of the novel. Students will be able to contrast Thrushcross Grange and Wuthering Heights and their inhabitants. Students will be able to trace the growing attachment between Catherine and Heathcliff and detect what influence that attachment has in molding their personalities. Students will analyze Catherine’s two loves: Heathcliff and Edgar.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
9
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
10
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
11
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
12
Students will be able to establish the climax of the novel.
13
Students will discuss Wuthering Heights as a frame story and review elements of the novel.
SCCS – 1.3, 1.6
CCCS R.12-2, 3, and 5.
2.
Indicators Day Supporting Embedded SCCS – 1.3, 1.6
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Chapters 3-5: Characterization and Theme
1. MC Test
SCCS – 1.3, 1.6 SCCS – 1.3, 1.6 SCCS – 1.3, 1.6
SCCS – 1.3, 1.6
6 7 8
Students will be able to identify Gothic elements of the novel and trace the theme about love. Students will analyze the chapters and identify prophecy and foreshadowing. Students will continue to characterize Heathcliff and Catherine and note any examples of foreshadowing and symbolism while tracing theme. Students will also analyze point of view. Students will examine the three quarrels and Nelly’s role in each. Students will continue to characterize Heathcliff and Catherine and note any examples of foreshadowing and symbolism while tracing theme. Students will also analyze point of view. Students will continue to characterize Heathcliff and Catherine and note any examples of foreshadowing and symbolism while tracing theme. Students will also analyze point of view. Students will continue to characterize Heathcliff and Catherine and note any examples of foreshadowing and symbolism while tracing theme. Students will also analyze point of view.
UNIT PLAN OVERVIEW Grade/Subject 12th/AP Literature and Composition: UNIT-Death of a Salesman Essential Question: How does the theme of the American Dream affect the Summative Assessments outcome of the play itself? What are some of the symbols Miller uses to reflect the dream? How would one characterize Biff and Willy? What would a feminist critic say about this play?
Introduction to Death of a Salesman Act I: American Dream, Characterization, Reality vs. Appearances Act II : American Dream, Characterization, Reality vs. Appearances, Symbolism, and Theme Timed Writing
SCCS/ Core
Critical
SCCS – 1.3, 1.6
CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
2.
SCCS – 1.3, 1.6
3. Major Paper
Dialectical Journal
Indicators Day Supporting Embedded SCCS – 1.3, 1.6
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Learning Progression
1. MC Test
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
1
CCCS-R.12.10 SCCS-1.8, 3.1
5-7
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
8
2-4
4. Timed Writing
Learning Intention Students will understand the background of the play Death of a Salesman. Students will trace the effects of American Dream on Willy Loman and his family and will analyze the idea of appearance vs. reality or basic denial of the reality of the situation, the familial dynamic, and Willy’s declining health. Students will analyze Willy and Biff’s relationship, why the title is important, how the American Dream is a negative force in Willy’s life, and how deceit affects both Willy and Biff. Students will also be able to identify symbols throughout the text of the play. Students will write a well-organized essay based on the text of the play.
UNIT PLAN OVERVIEW Grade/Subject 12th/AP Literature and Composition: UNIT-Poetry – British and American Poets Essential Question: How does one use connotation/denotation, imagery, Summative Assessments tone, figurative language, and allusions to help determine theme? How does punctuation affect rhythm? How does choice of diction affect tone and imagery?
Learning Progression
SCCS/ Core
Critical
1. MC Test
2. Dialectical Journal Indicators Day Supporting Embedded SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
Speaker’s Attitude, Rhetorical Figures, and Allusion
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
3
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
4
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCS-R.12.10 SCCS-1.8, 3.1
5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
7
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1 CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
8
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
10
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
11
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
12
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
13
Symbolism, Sound, Rhythmic Patterns, Imagery, Denotation Comparison/Contrast, Rhythm, Theme, Imagery, Rhetorical Figures Sound, Figurative Language, Theme, and Imagery Speaker’s Attitude, Allusion, Bias, and Rhythm Tone, Connotation, Rhythm, Irony, Speaker, Theme, Rhetorical Figures Syntax, Rhetorical Figures, Imagery, and Shifts Rhyme Scheme, Attitude, Irony, Figurative Language, Tone Diction and Tone Extended Metaphor and Diction
Symbolism, Rhythm, and Figurative Language Syntax, Theme, Metaphors, and Dashes
Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Satire, Elegy, Attitude, and Theme
CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
SCCS – 1.3, 1.6
6
9
3. Essays 4. Major Paper
Learning Intention
Students will be able to define satire and elegy, will be able to identify figurative language and important images, will be able to determine Swift’s attitude/tone in the poems, and will be able to identify Swift’s points of satire. Students will be able to identify the speaker, his mood, and his attitude toward death. Students will be able to analyze rhetorical figures and allusions. Students will be able to analyze theme. Students will be able use Blake’s poems to determine his view of the meanings of experience and innocence. Students will analyze sound and rhythmic patterns in the poems. Students will analyze imagery and determine theme. Students will compare/contrast tones of two poems and compare lines within poems, and examine theme, connotation/denotation, rhythm, imagery, and rhetorical figures. Students will analyze the poem for rhetorical figures, its use of religious terms, its image of nature, and its theme/message. Students will analyze Byron’s first poem for bias, rhythm, and the speaker’s attitude. Students will analyze Byron’s second poem for his attitude toward time and whether students think it is prophetic. Students will analyze Shelley’s poems for their rhythm, tone, theme, and connotation. Students will also be able to identify the speaker, any rhetorical figures, and their effects. Students will be able to analyze syntax, rhetorical figures, imagery, and shifts. Students will be able to analyze Robinson’s poems for rhyme scheme, speaker, irony, denotation, connotation, tone, and figurative language. Students will identify specific language and describe how the use of diction appeals to the senses and will analyze the speaker’s tone with specific references to the text. Students will analyze how the extended metaphor of swinging birches develops and enhances the meaning of the poem and describe how Frost’s choice of language intensifies the visual perception of the poem. Students will analyze the use of the fly as a symbol in the poem and describe the use of religious and sensory images. Students will examine the figurative language and rhythm used in the poem “Because I Could Not Stop for Death.” Students will be able to describe how Dickinson’s choice of syntax intensifies the theme, how the use of metaphors deepens the meaning of the poem, and how dashes affect rhythm.
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-Short Stories Essential Question: Are students able to recognize examples of symbols, Summative Assessments th
foreshadowing, humor, and irony in order to give a clear understanding of the elements’ effect on the stories in which they are used? Are students able to identify point of view and explain how the story would change if another told the story? Are students able to complete a characterization and describe why that person is essential to the story itself?
Setting, Symbolism, and Allegory
Symbolism and Theme
Symbolism, Theme, Foils, and Characterization Timed Writing
Setting, Humor, Characterization, Theme Irony and Foreshadowing
Theme, Tone, and Characterization
SCCS/ Core Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Learning Progression
Critical
CCCS R.12-2, 3, and 5.
1. MC and Discussion Test
2.
Dialectical Journal
Indicators Day Supporting Embedded
3. Major Paper 4. Timed Writing
Learning Intention
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
Students will be able to describe “Young Goodman Brown” as a religious allegory and will be able to analyze the stories symbols for their mutability and constancy. Students will analyze the dream sequence to show the complexity of the story.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
3
Students will analyze the symbolism in “The Minister’s Black Veil” and debate whether the minister’s motivation in wearing the veil is more important than its effect and what they think Hawthorne was trying to achieve with the idea of a secret sin. Students will analyze the symbolism of the birthmark in the short story “The Birthmark,” discuss Aylmer and Aminadab as foils, analyze the theme of the story, and discuss the extent to which Georgiana is responsible for her own death. Students will write a well-organized essay that explains how Faith in “Young Goodman Brown,” Elizabeth in “The Minister’s Black Veil,” and Georgiana in “The Birthmark” are used to reveal some truth about the central male characters in each story and describe the similarities they see among the women characters. Students will analyze the importance of setting, the use of and appropriateness of humor, Mrs. Turpin’s character, and the theme of the short story “Revelation.” Students will be able to identify the irony in “Good Country People” and discuss how it contributes to the meaning of the story. Students will find examples of foreshadowing and explain how it contributes to the plot, humor, or meaning of the story. Students will be able to identify tone, explain how the title points to the story’s theme, and characterize the Misfit in “A Good Man Is Hard to Find.”
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
SCCS- 1.2, 1.3, 1.4, and 1.5
4
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
5
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
6
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
7
UNIT PLAN OVERVIEW Grade/Subject 12 /AP Literature and Composition: UNIT-The Canterbury Tales Essential Question: Which characters does Chaucer criticize? Whom does Summative Assessments th
he seem to favor? In what format is The Canterbury Tales told? How does Chaucer use satire and humor?
Introduction to The Canterbury Tales
Rhyme Scheme, Rhythm, Tone, and Setting Character Analysis
Presentations
Presentation, Theme, and Characterization
SCCS/ Core Common Core Standards for 11th and 12th grades and South Carolina Curriculum Standards for English IV
Learning Progression
Critical
CCCS R.12-2, 3, and 5. SCCS- 1.2, 1.3, 1.4, and 1.5
1. Presentation of Characters
2. Students’ Tales and Presentation Indicators Day Learning Intention Supporting Embedded SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
1
The students will understand the background of The Canterbury Tales.
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
2
SCCS – 1.3, 1.6
CCCS-R.12.10 SCCS-1.8, 3.1
3-5
The teacher will read “The Prologue” to the students and the students will analyze the lines for rhyme scheme, rhythm, tone, and setting. Students will work together in groups to analyze their characters from “The Prologue.” Students will identify their deadly sin and how the narrator feels about them in general. Students will also assign their class. Students will read their lines and will present their information to the rest of the class.
CCCCS – W- 12.1, 4, 5, and 6 SCCS – 4.3, 4.4, 4.5, and 4.6
6-9
10-12
Students will create their own descriptions and present them to the rest of the class and the class will read “The Wife of Bath’s Tale” and discuss theme and what the tale reveals about the woman herself.
