UNIT PLAN. Grade Level English II Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
|
|
- Jocelin Lester
- 5 years ago
- Views:
Transcription
1 UNIT PLAN Grade Level English II Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research a poet and analyze his/her poetry, and present your findings to the class. Create a poetry portfolio of your own poems and those of your favorite poet. Create and submit an original poem for publication. Dramatize a poem individually or in groups. Unit Understanding(s) Students will understand that Poetry is a different form of expression. There are various types of poetry. Poetry exhibits figurative language. Poets use various elements to express their craft. Unit Essential Question(s): How is poetry different from prose? What are the different types of poetry? How do poems exhibit figurative language? How do poets use elements to express their craft? Students will know / Students will be able to Compare and contrast ideas within and across literary texts to make inferences. Analyze the impact of point of view on literary texts. Analyze the relationship among character, plot, and theme in a given literary text. Analyze the effect of author s craft on the meaning of a literary text. Create a response to literary texts through a variety of methods. Read independently for pleasure. 1
2 South Carolina Academic Standards: E2-1.1 Compare/contrast ideas within and across literary texts to make inferences. E2-1.2 Analyze the impact of point of view on literary texts. E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E2-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E2-1.5 Analyze the effect of the author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E2-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E2-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E2-1.8 Read independently for extended periods of time for pleasure. E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E2-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text. E2-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E2-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E2-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E2-4.4 Use grammatical conventions of written Standard American English, including Subject-verb agreement Pro-noun-antecedent agreement Agreement of nouns and their modifiers, Verb formation, Pronoun case, Formation of comparative and superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E2-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E2-4.6 Edit written pieces for the correct use of Standard American English, including the reinforcement of convections previously taught. (See Instructional Appendix: Composite Writing Matrix.) E2-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. E2-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 2
3 E2-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E2-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E2-6.7 Use a variety of print and electronic reference materials. Interim Assessment (formative) Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Admit/Exit Slips Vocabulary Alliteration Extended metaphor Hyperbole Idiom Metaphor Metonomy Onomatopoeia Oxymoron Paradox Personification Refrain Repetition Rhyming words Simile Stanza Symbolism Tone Speaker Sonnet Lyric poetry Narrative poetry Image Allusion Epic Ode Ballard Free Verse/Blank verse Iambic pentameter Anthology Key Criteria (to meet the standard/rubric) State Writing Rubric 3
4 Poet Research Project CATEGORY Poet Biography 10 or more interesting facts about the poet. 7-9 interesting facts about the poet. 4-6 interesting facts about the poet. 3 or less interesting facts about the poet. Poem Analysis Relevant, telling, quality details give the reader important information that identifies the poems. Presentation Information is presented using appropriate tone and inflection. Appropriate body language displayed. Supporting details and information are relevant, but one key issue or detail that identifies the poems is unsupported. Information is presented using some tone and inflection. Supporting details and information are relevant, but several key issues or details that identify the unsupported. Information is orally presented without inflection, tone or body language. Supporting details and information are typically unclear or not related to the poems. Information is not orally presented to class. 4
5 Basic Poetry Portfolio CATEGORY 5 (100-90%) 4 (89-80%) 3 (79-70%) 2 (69-60%) 1 (59-0%) Poems All assigned present. 1-2 assigned 3-4 assigned 5 assigned 6 or more assigned poems are Creativity Organization Poems are creative and thoughtful. Work shows that student put a lot of effort into his/her creation. Cover page and Contents are present and clear and easy to follow. Page numbers are present. Portfolio is very neat in appearance. Poems show effort. Some poetic devices are used. Good word choice. Some effort and thought went into creating these poems. Cover page and Contents are present and mostly clear. There are a few errors present or no page numbers. Portfolio is neat in appearance. Poems are average. Little effort to use poetic devices other than what was assigned. Word choice is average. Effort is neither stellar nor poor. Contents has errors and somewhat hard to follow. Cover page may be Portfolio may be a little sloppy. Poems are very simplistic. Word choice is juvenile. Seems like student wrote poems very quickly without much effort put into it. Contents is very poorly put together. Cover page may be Portfolio has no clear order of organization. Poems lack effort and thoughtfulness. Poor word choice. Contents and cover page are completely 5
6 Dramatize a Poem CATEGORY Text Accuracy All (100 percent) textual information appeared to be accurate and in Almost all (75 percent) textual information appeared to be accurate and in Most (50 percent) of the textual information was accurate and in Very little (25 percent or less) of the textual information was accurate and/or in Props/Costume Playwriting Students use props and costumes that accurately fit the text of the poem, show considerable work/creativity and make the presentation better. It is evident that were planned in advance. Play was creative and really held the audience's interest. Students use props and costumes that accurately fit the text of the poem, show some work/creativity and make the presentation better. It is evident that were planned in advance, though more insight could have been demonstrated. Play was creative and usually held the audience's interest. Students use few props or costumes that accurately fit the text of the poem, show work/creativity or make the presentation better. It is evident that were not planned in advance and little insight is demonstrated. Play had several creative elements, but often did not hold the audience's interest. The student uses no props OR the props chosen detract from the presentation. It is evident that appropriate were never considered. Play needed more creative elements. Scenery Scenery was creative, added interest to the play, and did not get in the way of the actors. Scenery was creative and did not get in the way of the actors. Scenery was not creative or got in the way of the actors. Scenery was nonexistent. Voice Projection Voices of actors were always audible to people sitting in the back row. Voices of actors were usually (75 percent) audible to people sitting in the back row. Voices of actors were sometimes (50 percent) audible to people sitting in the back row. Voices of actors were rarely/never (25 percent or less) audible to people sitting in the back row. 6
UNIT PLAN. Grade Level: English I Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level: English I Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research various poets, analyze poetry,
More informationUNIT PLAN. Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit. Big Idea/Theme: The Seventeenth Century focuses on carpe diem.
UNIT PLAN Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit Big Idea/Theme: The Seventeenth Century focuses on carpe diem. Culminating Assessment: Research satire and create an original
More informationGrade 6 Overview texts texts texts fiction nonfiction drama texts author s craft texts revise edit author s craft voice Standard American English
Overview During the middle-grade years, students refine their reading preferences and lay the groundwork for being lifelong readers. Sixth-grade students apply skills they have acquired in the earlier
More informationGrade 5. READING Understanding and Using Literary Texts
Grade 5 READING Understanding and Using Literary Texts Standard 5-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 5-1.1 Analyze literary texts to draw
More informationGrade 4 Overview texts texts texts fiction nonfiction drama texts text graphic features text audiences revise edit voice Standard American English
Overview In the fourth grade, students continue using the reading skills they have acquired in the earlier grades to comprehend more challenging They read a variety of informational texts as well as four
More information1. I can identify, analyze, and evaluate the characteristics of short stories and novels.
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCHS Subject: English Grade: 10 Benchmark Assessment 1 Instructional Timeline: 6 Weeks Topic(s): Fiction Kentucky
More informationUNIT PLAN. Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives
UNIT PLAN Grade Level: Subject: ELA Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives 6 th Big Idea/Theme: The elements of fiction work together to develop a narrative
More informationtech-up with Focused Poetry
tech-up with Focused Poetry With Beverly Flance, Staci Weber, & Donna Brown Contact Information: Donna Brown dbrown@ccisd.net @DonnaBr105 Staci Weber sweber@ccisd.net @Sara_Staci Beverly Flance bflance@ccisd.net
More informationCurriculum Map: Accelerated English 9 Meadville Area Senior High School English Department
Curriculum Map: Accelerated English 9 Meadville Area Senior High School English Department Course Description: The course is designed for the student who plans to pursue a college education. The student
More informationAdjust oral language to audience and appropriately apply the rules of standard English
Speaking to share understanding and information OV.1.10.1 Adjust oral language to audience and appropriately apply the rules of standard English OV.1.10.2 Prepare and participate in structured discussions,
More informationUNIT PLAN. Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives
UNIT PLAN Grade Level: Subject: ELA Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives 6 th Big Idea/Theme: The elements of fiction work together to develop a narrative
More informationCurriculum Map: Academic English 10 Meadville Area Senior High School
Curriculum Map: Academic English 10 Meadville Area Senior High School Course Description: This year long course is specifically designed for the student who plans to pursue a four year college education.
More informationDesCartes Reading Vocabulary RIT
Page1 DesCartes Reading Vocabulary RIT 141-150 Page2 beginning sound Page3 letter Page4 narrative Page5 DesCartes Reading Vocabulary RIT 151-160 Page6 ABC order Page7 book Page8 ending sound Page9 paragraph
More informationCurriculum Map: Comprehensive I English Cochranton Junior-Senior High School English
Curriculum Map: Comprehensive I English Cochranton Junior-Senior High School English Course Description: This course is the first of a series of courses designed for students who are not planning a four-year
More informationCorrelated to: Massachusetts English Language Arts Curriculum Framework with May 2004 Supplement (Grades 5-8)
General STANDARD 1: Discussion* Students will use agreed-upon rules for informal and formal discussions in small and large groups. Grades 7 8 1.4 : Know and apply rules for formal discussions (classroom,
More informationArkansas Learning Standards (Grade 10)
Arkansas Learning s (Grade 10) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.10.10 Interpreting and presenting
More informationPenn Wood Middle School 7 th Grade English/Language Arts Curriculum Overview
Standards: Based on PA PDE Standards for grade 7: 1.1.7.A - 1.7.7.A Common Core Standards: RL7.1, RL7.4, RL7.6, RL7.7, RL7.9 (literature) RI7.1, RI7.3, RI7.4, RI7.5, RI7.6, RI7.7, RI7.9 (informational
More informationUnit 7.3: Poetry: My Identity English as a Second Language 8 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student reflects upon his/her own identity and develops an understanding of who he/she is in context to
More informationFRANKLIN-SIMPSON HIGH SCHOOL
FRANKLIN-SIMPSON HIGH SCHOOL Course Name: English 9 Unit Name: Poetry Quality Core Objectives: Unit 4 Poetry A.2. Reading Strategies A.3. Knowledge of Literary and Nonliterary Forms A.5. Author s Voice
More informationGuide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature.
Grade 6 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher
More informationSixth Grade 101 LA Facts to Know
Sixth Grade 101 LA Facts to Know 1. ALLITERATION: Repeated consonant sounds occurring at the beginnings of words and within words as well. Alliteration is used to create melody, establish mood, call attention
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS Content Domain l. Vocabulary, Reading Comprehension, and Reading Various Text Forms Range of Competencies 0001 0004 23% ll. Analyzing and Interpreting Literature 0005 0008 23% lli.
More information2011 Tennessee Section VI Adoption - Literature
Grade 6 Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms Anthology includes a variety of texts: fiction, of literature. nonfiction,and
More informationGrade 7. Paper MCA: items. Grade 7 Standard 1
Grade 7 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 7 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationCURRICULUM MAP. Standards Content Skills Assessment Anchor text:
CURRICULUM MAP Course/ Subject: Shakespeare Grade: 9-12 Month: September/October Standards Content Skills Assessment Anchor text: A.1.1.1.2. Identify and apply Why Shakespeare multiple meaning words (synonyms
More informationCurriculum Map: Academic English 11 Meadville Area Senior High School English Department
Curriculum Map: Academic English 11 Meadville Area Senior High School English Department Course Description: This year long course is specifically designed for the student who plans to pursue a college
More informationArkansas Learning Standards (Grade 12)
Arkansas Learning s (Grade 12) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.12.10 Interpreting and presenting
More informationStandard 2: Listening The student shall demonstrate effective listening skills in formal and informal situations to facilitate communication
Arkansas Language Arts Curriculum Framework Correlated to Power Write (Student Edition & Teacher Edition) Grade 9 Arkansas Language Arts Standards Strand 1: Oral and Visual Communications Standard 1: Speaking
More informationEnglish 10 Curriculum
English 10 Curriculum P. Rhoads MP 1: Keystone Exam preparation Non-fiction Text annotations Writing reflections MP 1Writing Sample (Career Development) Poetry Explications Poetry terms Poetry Opus Coffeehouse
More informationGrade: 9 Subject: English Year: IN PROGRESS
R-Review First Nine Weeks Grade: 9 Subject: English Year: 2017-2018 IN PROGRESS # Days SOL Student Essential Knowledge and Skills Resources Vocabulary Bloom s 4 GR Virtual Classroom-Moodle Star Reading
More informationEnglish Language Arts Grade 9 Scope and Sequence Student Outcomes (Objectives Skills/Verbs)
Unit 1 (4-6 weeks) 6.12.1 6.12.2 6.12.4 6.12.5 6.12.6 6.12.7 6.12.9 7.12.1 7.12.2 7.12.3 7.12.4 7.12.5 8.12.2 8.12.3 8.12.4 1. What does it mean to come of age? 2. How are rhetorical appeals used to influence
More informationNORTH MONTCO TECHNICAL CAREER CENTER PDE READING ELIGIBLE CONTENT CROSSWALK TO ASSESSMENT ANCHORS
NORTH MONTCO TECHNICAL CAREER CENTER PDE READING ELIGIBLE CONTENT CROSSWALK TO ASSESSMENT ANCHORS Eligible Content Assessment Anchors Assessment Anchor Academic Standard Reporting Category: R11.A Comprehension
More informationGrade 6. Paper MCA: items. Grade 6 Standard 1
Grade 6 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 6 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationSection 1: Reading/Literature
Section 1: Reading/Literature 8% Vocabulary (1.0) 1 Vocabulary (1.1-1.5) Vocabulary: a. Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
More informationABSTRACT Refers to language that describes concepts rather than concrete images. ALLITERATION Repetition of the initial consonant sound.
ABSTRACT Refers to language that describes concepts rather than concrete images. ALLITERATION Repetition of the initial consonant sound. ABSTRACT NOUN Something (a noun) you cannot perceive using any of
More informationGrade 7: RL Standards
Grade 7: RL Standards RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central idea of
More informationGREENEVILLE HIGH SCHOOL CURRICULUM MAP
GREENEVILLE HIGH SCHOOL CURRICULUM MAP Junior English English III 1 st 4 ½ 2 nd 4 ½ 3 rd 4 ½ 4 th 4 ½ CLE Content Skills Assessment 1 st 4 ½ 3003.1.1 3003.1.3 3003.1.2 3003.1.4 Language - (throughout entire
More informationCurriculum Map-- Kings School District (English 12AP)
Novels Read and listen to learn by exposing students to a variety of genres and comprehension strategies. Write to express thoughts by using writing process to produce a variety of written works. Speak
More informationResources Vocabulary. oral readings from literary and informational texts. barriers to listening and generate methods to overcome them
10th Grade English/Language Arts Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Effective communication, verbal and non-verbal, is necessary in daily
More informationK-12 ELA Vocabulary (revised June, 2012)
K 1 2 3 4 5 Alphabet Adjectives Adverb Abstract nouns Affix Affix Author Audience Alliteration Audience Animations Analyze Back Blends Analyze Cause Categorize Author s craft Beginning Character trait
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide 7th Grade Language Arts Date Revised 10/22/15
Quarter Topic Content Skills Common Core Standards Quarter 1 Citations Central ideas Support from the texts Summary Central ideas Citing several pieces of textual evidence Determine central ideas 7.RL.1,
More informationGLOSSARY OF TERMS. It may be mostly objective or show some bias. Key details help the reader decide an author s point of view.
GLOSSARY OF TERMS Adages and Proverbs Adages and proverbs are traditional sayings about common experiences that are often repeated; for example, a penny saved is a penny earned. Alliteration Alliteration
More informationFirst Grade mclass Kindergarten First Grade Specific Second Grade Third Grade Fourth Grade Reading Literature Reading Informational Text
Kindergarten First Grade First Grade mclass Specific Second Grade Third Grade Fourth Grade Alphabet adjetives who Adverb abstract nouns Reading Literature Author audience what Alliteration audience inference
More informationGeneral Educational Development (GED ) Objectives 8 10
Language Arts, Writing (LAW) Level 8 Lessons Level 9 Lessons Level 10 Lessons LAW.1 Apply basic rules of mechanics to include: capitalization (proper names and adjectives, titles, and months/seasons),
More informationLiterature Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
Grade 8 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 8 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationLanguage Arts Literary Terms
Language Arts Literary Terms Shires Memorize each set of 10 literary terms from the Literary Terms Handbook, at the back of the Green Freshman Language Arts textbook. We will have a literary terms test
More informationMCPS Enhanced Scope and Sequence Reading Definitions
6.3, 7.4, 8.4 Figurative Language: simile and hyperbole Figures of Speech: personification, simile, and hyperbole Figurative language: simile - figures of speech that use the words like or as to make comparisons
More informationAP Literature and Composition 2017
AP Literature and Composition 2017 Summer Reading Assignment Required reading over the summer: How to Read Literature like a Professor by Thomas C. Foster Assignment: Read How to Read Literature like a
More informationStudent Outcomes. The Element of Style; Strunk and White The Purdue Writing Lab
Writing Process English Creative Writing Grade Level: 11-12 The writing process is an essential part of writing your thoughts, stories, and ideas. The author must be able to create a expression in words
More informationGCPS Freshman Language Arts Instructional Calendar
GCPS Freshman Language Arts Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested
More informationDEPARTMENT: ENGLISH COURSE TITLE: WRITING AND LITERATURE B COURSE NUMBER: 003 PRE-REQUISITES (IF ANY): FRAMEWORK
The Writing Process Paragraph and Essay Development Ideation and Invention Selection and Organization Drafting Editing/Revision Publishing Unity Structure Coherence Phases of the writing process: differentiate
More informationPersonal Narrative STUDENT SELF-ASSESSMENT. Ideas YES NO Do I write about a real event in my life? Do I tell the events in time order?
1 Personal Narrative Do I write about a real event in my life? Do I tell the events in time order? Does the narrative have a beginning? Does the narrative have a middle? Does the narrative have an ending?
More informationCecil Jones Academy English Fundamentals Map
Year 7 Fundamentals: Knowledge Unit 1 The conventional features of gothic fiction textincluding: Development of gothic setting. Development of plot Development of characters and character relationships.
More informationPrentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Correlated to: (Grade 11)
Prentice Hall Literature, The Penguin Edition, World Masterpieces 2007 Grade 11 C O R R E L A T E D T O Grade 11 Language Arts Grade 11 Reading/Literature: The student will apply a wide range of strategies
More informationENG1D1 Course of Study 2011/2012
Teachers: B. Andriopoulos L. Bazett-Jones S. Hryhor M. Kazman A. Pawlowski ENG1D1 Course of Study 2011/2012 Introductory Unit: Letter to the Editor Letter to the Editor Unit 1: Short Story Short Story
More informationCheat sheet: English Literature - poetry
Poetic devices checklist Make sure you have a thorough understanding of the poetic devices below and identify where they are used in the poems in your anthology. This will help you gain maximum marks across
More informationList A from Figurative Language (Figures of Speech) (front side of page) Paradox -- a self-contradictory statement that actually presents a truth
Literary Term Vocabulary Lists [Longer definitions of many of these terms are in the other Literary Term Vocab Lists document and the Literary Terms and Figurative Language master document.] List A from
More information12th Grade Language Arts Pacing Guide SLEs in red are the 2007 ELA Framework Revisions.
1. Enduring Developing as a learner requires listening and responding appropriately. 2. Enduring Self monitoring for successful reading requires the use of various strategies. 12th Grade Language Arts
More informationIllinois Standards Alignment Grades Three through Eleven
Illinois Standards Alignment Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationCite. Infer. to determine the meaning of something by applying background knowledge to evidence found in a text.
1. 2. Infer to determine the meaning of something by applying background knowledge to evidence found in a text. Cite to quote as evidence for or as justification of an argument or statement 3. 4. Text
More informationH-IB Paper 1. The first exam paper May 20% of the IB grade
H-IB Paper 1 The first exam paper May 20% of the IB grade What it is: IB gives you two texts that you will not have seen before. You will be able to choose one of the texts: either a prose or poetry piece.
More informationEnglish 4 DC: World Literature Research Project
Overview of the Assignment English 4 DC: World Literature Research Project In this semester-long assignment, you will (1) select a piece of short literature either from our course calendar of readings
More informationCOURSE TITLE: WRITING AND LITERATURE A COURSE NUMBER: 002 PRE-REQUISITES (IF ANY): NONE DEPARTMENT: ENGLISH FRAMEWORK
DEPARTMENT: ENGLISH GRADE(S): 9 COURSE TITLE: WRITING AND LITERATURE A COURSE NUMBER: 002 PRE-REQUISITES (IF ANY): NONE UNIT LENGTH CONTENT SKILLS METHODS OF ASSESSMENT The Writing Process Paragraph and
More informationGlossary of Literary Terms
Glossary of Literary Terms Alliteration Audience Blank Verse Character Conflict Climax Complications Context Dialogue Figurative Language Free Verse Flashback The repetition of initial consonant sounds.
More informationGlossary of Literary Terms
Alliteration Alliteration is the repetition of initial consonant sounds in accented syllables. Allusion An allusion is a reference within a work to something famous outside it, such as a well-known person,
More informationILAR Grade 7. September. Reading
ILAR Grade 7 September 1. Identify time period and location of a short story. 2. Illustrate plot progression, including rising action, climax, and resolution. 3. Identify and define unfamiliar words within
More informationEagle s Landing Christian Academy Literature (Reading Literary and Reading Informational) Curriculum Standards (2015)
Grade 12 Grade 11 Grade 10 Grade 9 LITERATURE (British) (American with foundational historical documents and standardized testing passages) (World and more emphasis on poetry and drama as genre/persuasive
More informationSTAAR Reading Terms 6th Grade. Group 1:
STAAR Reading Terms 6th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words, phrases, or sentences that help give meaning
More informationKeystone Exams: Literature Glossary to the Assessment Anchor & Eligible Content
Glossary to the Assessment Anchor & Eligible Content The Keystone Glossary includes terms and definitions associated with the Keystone Assessment Anchors and Eligible Content. The terms and definitions
More informationWords to Know STAAR READY!
Words to Know STAAR READY! Conflict the problem in the story Resolution how the problem is solved or fixed; the ending or final outcome of the story Main Idea what a piece of writing (or paragraph) is
More informationIn order to complete this task effectively, make sure you
Name: Date: The Giver- Poem Task Description: The purpose of a free verse poem is not to disregard all traditional rules of poetry; instead, free verse is based on a poet s own rules of personal thought
More informationElements of Poetry and Drama
Elements of Poetry and Drama Instructions Get out your Writer s Notebook and do the following: Write The Elements of Poetry and Drama Notes at the top of the page. Take notes as we review some important
More informationTHE QUESTION IS THE KEY
THE QUESTION IS THE KEY KEY IDEAS AND DETAILS CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from
More informationDistrict of Columbia Standards (Grade 9)
District of Columbia s (Grade 9) This chart correlates the District of Columbia s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. 9.EL.1 Identify nominalized, adjectival,
More informationELA, GRADE 8 Sixth Six Weeks. Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works
ELA, GRADE 8 Sixth Six Weeks Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works UNIT OVERVIEW Students will study William Shakespeare,
More informationEnglish 7 Gold Mini-Index of Literary Elements
English 7 Gold Mini-Index of Literary Elements Name: Period: Miss. Meere Genre 1. Fiction 2. Nonfiction 3. Narrative 4. Short Story 5. Novel 6. Biography 7. Autobiography 8. Poetry 9. Drama 10. Legend
More informationWhen writing your SPEED analysis, when you get to the Evaluation, why not try:
When writing your SPEED analysis, when you get to the Evaluation, why not try: The writer advises affects argues clarifies confirms connotes conveys criticises demonstrates denotes depicts describes displays
More informationSTAAR Reading Terms 5th Grade
STAAR Reading Terms 5th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words or phrases that help give meaning to unknown
More informationSpecial tutorial times: for the essay section May 18 at 7:30; for the other sections May 23 at 7:30.
Final Exam Review 2017: Mrs. Janik s 1 st, 2 nd, and 3 rd Period English Classes NOTE: On May 23 for 1 st period and May 24 for 2 nd and 3 rd periods, return your Holt Literature textbook that I issued
More informationENG 2D COURSE OF STUDY 2009/2010
ENG 2D COURSE OF STUDY 2009/2010 Teachers: S. Biondic G. Davis J. McNaughton K. Wolfe English Office: Room 307A Phone: 416-393-8585 X.20090 Unit 1: Feature/Leaflet o Feature Article Creation o Leaflet
More informationSlide 1. Northern Pictures and Cool Australia
Slide 1. Slide 2. Slide 3. Slide 4. Slide 5. Poetic Devices Glossary A comprehensive glossary can be found at: https://www.poetryfoundation.org/resources/learning/glossary-terms This list has been shortened
More informationMeece Middle School Curriculum Guide 6.W.1 6.W.2 6.W.4 6.W.5 6.W.6 6.RI.2 6.RI.3 6.RI.5 6.LS.3. 6.RL.1 6.RL.2 6.RL.3 6.RL.4 6.RL.
Class: ELA Meece Middle School Curriculum Guide Grade: 6 Teacher: Neely and Denney Time Frame Unit Title Topics Standards 8/12-29/13 Business / Friendly Letters: Students will read and write a variety
More information1-Types of Poems. Sonnet-14 lines of iambic pentameter, with a specific rhyme scheme and intro/conclusion style.
Unit 1 Poetry 1-Types of Poems Sonnet-14 lines of iambic pentameter, with a specific rhyme scheme and intro/conclusion style. Ballad- A narrative poem with a refrain, usually about love, nature or an event
More informationCASAS Content Standards for Reading by Instructional Level
CASAS Content Standards for Reading by Instructional Level Categories R1 Beginning literacy / Phonics Key to NRS Educational Functioning Levels R2 Vocabulary ESL ABE/ASE R3 General reading comprehension
More informationENG2D COURSE OF STUDY 2011/2012
ENG2D COURSE OF STUDY 2011/2012 Teachers: G. Davis J. McNaughton J. Dickstein J. Bulgutch E. Grondin English Office: Room 235 Phone: 416-393-8585 X.20090 Unit 1: Informative Essay ( How to ) o Informal
More informationPrentice Hall. Literature, The Penguin Edition, Grade 6 The Oklahoma Edition Grade 6
Prentice Hall Literature, The Penguin Edition, Grade 6 Grade 6 C O R R E L A T E D T O Grade 6 LANGUAGE ARTS Grade 6 Reading/Literature: The student will apply a wide range of strategies to comprehend,
More information1. alliteration (M) the repetition of a consonant sound at the beginning of nearby words
Sound Devices 1. alliteration (M) the repetition of a consonant sound at the beginning of nearby words 2. assonance (I) the repetition of vowel sounds in nearby words 3. consonance (I) the repetition of
More informationHPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9)
HPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9) EST. NUMBER OF DAYS: 3RD 6 WEEKS UNIT NAME Unit Overview Generalizations/Enduring Understandings Concepts Guiding/Essential Questions REVENGE AND REDEMPTION
More informationLake Elsinore Unified School District Curriculum Guide & Benchmark Assessment Schedule English 10
Benchmark Reading Word Analysis, Fluency, and Systematic Vocabulary Development.: Identify and use the literal and figurative meanings of words and understand word derivations..: Distinguish between the
More informationGlossary Common Core Curriculum Maps ELA/Grade 6 Grade 8
Glossary Common Core Curriculum Maps ELA/Grade 6 Grade 8 Grade 6 Grade 8 acronym An abbreviation formed from the initial letters of other words and pronounced as a word (e.g., ASCII, NASA) active voice
More informationMiddle School Language Arts/Reading/English Vocabulary. adjective clause a subordinate clause that modifies or describes a noun or pronoun
adjective a word that describes a noun adverb a word that describes a verb Middle School Language Arts/Reading/English Vocabulary adjective clause a subordinate clause that modifies or describes a noun
More informationPoetic Devices and Terms to Know
Poetic Devices Poetic Devices and Terms to Know Alliteration repetition of consonant sounds Assonance repetition of vowel sounds Allusion reference in a poem to another famous literary work, event, idea,
More informationCorrelated to: Hawaii Content and Performance Standards III for Language Arts American Literature
III for Language Arts Content Area: Language Arts Grade/Course: / ACCN: LTH5130 Strand Reading Standard 1: Conventions and Skills - Use knowledge of the conventions of language and texts to construct meaning
More informationGlossary of Literary Terms
Page 1 of 9 Glossary of Literary Terms allegory A fictional text in which ideas are personified, and a story is told to express some general truth. alliteration Repetition of sounds at the beginning of
More informationAllusion brief, often direct reference to a person, place, event, work of art, literature, or music which the author assumes the reader will recognize
Allusion brief, often direct reference to a person, place, event, work of art, literature, or music which the author assumes the reader will recognize Analogy a comparison of points of likeness between
More informationReading 8 Curriculum
Reading 8 Curriculum Unit 1 Estimated Unit Time Frames 45 Days Big Ideas Essential Questions What is the difference between fiction and nonfiction? Concepts (Know) Fiction vs Nonfiction Competencies (Do)
More information5. Aside a dramatic device in which a character makes a short speech intended for the audience but not heard by the other characters on stage
Literary Terms 1. Allegory: a form of extended metaphor, in which objects, persons, and actions in a narrative, are equated with the meanings that lie outside the narrative itself. Ex: Animal Farm is an
More informationEnglish 11 AP Language Summer Reading Assignment 2011
Required Readings: Marlowe s The Tragical History of Doctor Faustus Joyce s A Portrait of the Artist As a Young Man Wilde s The Picture of Dorian Gray Hepzibah Roskelly s What Do Students Need To Know
More informationClose Reading: Analyzing Poetry and Passages of Fiction. The Keys to Understanding Literature
Close Reading: Analyzing Poetry and Passages of Fiction The Keys to Understanding Literature Close Reading a. small details suggest larger ideas b. HOW does the meaning of a piece come about Close Reading
More informationLANGUAGE ARTS GRADE 3
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Students read, comprehend and respond in individual, literal, critical, and evaluative ways to literary, informational and persuasive texts
More information