HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Accelerated English 11

Transcription

1 Curriculum Map for Accelerated English 11 1 st Quarter Targeted Standard(s): NJCCCS 3.1A (all subsets); 3.1C (all subsets); 3.1D (all subsets); 3.1E (all subsets); 3.1F (all subsets); 3.1 G 1-24; 3.1H 1, 3-7, 9; 3.2A (all subsets); 3.2B (all subsets); 3.2C.1; 3.2D 1-5, 7-8; 3.3A (all subsets);3.3b 1-6, 8-9; 3.3C (all subsets); 3.3D 1-3, 5; 3.4A (all subsets); 3.4B (all subsets); 3.5A (all subsets); 3.4B 1-3; 3.5C 1-3 Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings: Educated citizens read/write/think/participate in their society fully and thoughtfully; thoughtful people can articulate their beliefs/goals ; a writer s culture influences his/her work to a great degree; a writer s particular life influences his/her work to a great degree; the English language has developed over time due to cultural and historical events; writers use a variety of literary techniques to craft characters effectively; plagiarism can be avoided with effective work habits; definitions of cultural and biographical criticism; oral and written texts have often contrasting features and purposes; humans have repeatedly sought answers to many of the same questions throughout the ages; there are many types of heroism, and definitions of heroism will vary based on one s culture, beliefs, and experiences Essential Questions: What does it mean to be an educated citizen? What kind of person do you want to be/become? What kind of school environment would support that person? What is our school culture? What makes for a good life? How does an author s life impact his/her work? What impact do cultural influences have on an author s work? How does one do an effective character analysis? How does one effectively capture voice? What is plagiarism and how do you avoid it? How does one properly incorporate quotes into an essay? What is cultural criticism? What is biographical criticism? How did different British cultures merge to create the cultural artifact Beowulf? What cultural and historical forces created Old English? What elements of Old English remain in modern English? What are differences between oral and written texts? How are the big ideas of literature repeated through the centuries? Why? What is a hero? How does your definition of heroism relate to your answers to the first three questions above? Concepts What students will know Overachievers & Razor s Edge Identification of own values via studying those of characters in texts; personal goal setting for the year; identifying & evaluating differing philosophies of education Overachievers, And Still We Rise & Razor s Edge How to write with integrity and skill Core Content/Objectives Skills What students will be able to do Identifying key aspects of author s point in non-fiction; organize notes effectively around these ideas; link to own understandings of school life/culture Character analysis Adopt note-taking and writing strategies that help one avoid plagiarizing. Effective incorporation of text into multiple genres of writing Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Class discussion; book club format discussion; walk the line activity; rank em activity; in-class character analysis; note-taking focused on character analysis; analysis and discussion of poetry with themes linked to longer texts; writing lessons designed to prepare students for essay-writing; examination of voice; discussion of MLA standards of writing with integrity; journaling and quick responses; goal setting before and after each writing assignment Assessment How learning will be assessed (Major assessments) Note-taking/thematic organization assignment on summer reading This I Believe thematic essay Mini-essay on plagiarism/writing habits How authors sketch characters and to Revised August

2 what effect HADDONFIELD PUBLIC SCHOOLS Beowulf Beowulf and poems Development of the English language through the Germanic period Patterns that emerge in written vs. oral texts Culture of Anglo-Saxon England Definition of cultural criticism/how to approach a text culturally Early definitions of heroism Early examples of English poetry Perform cultural criticism of text Traces shifts in English language Build on character analysis from last unit to analyze new text Analysis & annotation of poetry Analytic writing & revising (in particular, maintaining focus and selecting appropriate textual evidence) Articulate which aspects of text likely evolved from oral stages of work vs. written stages Analyze modern adaptation of poem to determine how culture changes existing texts further. Class discussion of literature; minilecture on Anglo-Saxon culture; examination of Old English recording; choral reading/audio analysis (and comparing it to the process of analyzing written texts); character sketches of Beowulf characters; identifying contemporary descendents of Beowulf (particularly Harry Potter & Lord of Rings); hero brainstorm; annotation practice; close reading of poetic and oral texts; writing lessons on structure and revising for focus; journaling and quick responses; film viewing, notetaking, and analysis assignments; goal setting before and after each writing assignment; conferences with teacher to discuss goals Quizzes on readings Note-taking skill practice In-class analytic essay on Beowulf Written analysis of adaptations made in modern film version/reason for change. Revised August

3 Resources/Technology: Texts: Overachievers ;And Still We Rise, Razor s Edge; modern poetry packet (thematic); plagiarism packet from MLA Handbook; Beowulf; audio recordings of Old English language; Anglo-Saxon poetry; Chronicle article on Beowulf film adaptation; vocabulary series Revised August

4 Curriculum Map for Accelerated English 11 2 nd Quarter Targeted Standard(s): NJCCCS 3.1A (all subsets); 3.1C (all subsets); 3.1D (all subsets); 3.1E (all subsets); 3.1F (all subsets); 3.1 G 1-24; 3.1H 1, 3-7, 9; 3.2A (all subsets); 3.2B (all subsets); 3.2C.1; 3.2D 1-5, 7-8; 3.3A (all subsets);3.3b 1-6, 8-9; 3.3C (all subsets); 3.3D 1-3, 5; 3.4A (all subsets); 3.4B (all subsets); 3.5A (all subsets); 3.4B 1-3; 3.5C 1-3 Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings: Stock characters are an effective characterization tool but have limits; narrative frames are a specific historical sub-genre with unique traits; medieval English life presented various targets for satire, as does our society; one can effectively glean information about a culture from its literature; effective satire aims for social change and targets those able to make that change; humor and entertainment are remarkably similar throughout several centuries of literary development; wikis are an effective tool for organizing and sharing writing; Shakespeare s plays are in part a product of his times; Macbeth uses gender for a variety of rhetorical purposes and reveals beliefs common to many in the Elizabethan era; leadership can be defined in a variety of ways; close reading techniques are essential in highly poetic works; there are a variety of ways to structure an argument in addition to the standard five paragraph formula Essential Questions: Canterbury Tales: How does an author develop characters effectively in a short amount of time? How do stock characters play into that process? What were the social mores of medieval England and how do they show themselves in Canterbury Tales? How did the English language develop between the Germanic period and the medieval period? What makes for effective satire, and what is its purpose in society? How does one conduct one s self respectfully and productively on a wiki? Renaissance Drama Unit: How did English language and culture change between the medieval and early modern eras? What connections exist between Macbeth and the Elizabethan era that created it? What social forces helped shape the plot of Macbeth? How is gender constructed in Macbeth? What makes a leader effective or admirable? How does one approach a close reading analysis paper? What s the best way to structure and revise such a paper independently? How does your second reading of Renaissance drama support, expand, or change your understanding of the Elizabethan era? Of poetic drama? What influence has Shakespeare had on contemporary society? How is the experience of live productions/films of plays different from reading those same plays? Why should you or your classmates study Shakespeare? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed Revised August

5 Canterbury Tales selected portions of Canterbury Tales How authors sketch characters. and to what effect; how authors use satire as a cultural force; how poetic techniques contribute to meaning Development of the English language through medieval era Culture/history of medieval England asit applies to CT Analyze satirical aspects of texts; analyze use of stock characters and narrative frame in character development; perform cultural criticism of CT; analyze how poetic devices affect meaning; trace shifts in English language development; annotation of poetry; interpret and create satire in modern setting; how to post, edit, and comment, on a wiki appropriately Discussions; stock character analysis; historical research; exploration of middle English audio recording; examination of satire from three eras in British and American cultures; journaling and quick responses; writing lessons preparing for essay prompt; direct instruction on wiki use and norms of behavior in that genre; share writing with classmates and comment on each other s work Creative, satirical, and analytic writing responses to texts; reading logs examining Chaucer s satirical techniques; short writing assignments; goal setting before and after each writing assignment Expanded definition of cultural criticism/how to approach a text culturally Wikis are an effective tool for organizing and sharing writing Macbeth & 2 nd Renaissance Drama Macbeth and second drama from era How authors use drama as a cultural force; how drama is a product of cultural forces Development of the English language and culture from the medieval era through early modern era Culture of early modern England as it relates to chosen plays Revised August 2009 Annotation, tracking, and analysis of poetic drama; study of persuasive/rhetorical techniques; paraphrase of challenging passages; close reading for symbols, metaphorical language, motifs; cultural analysis; MLA citation format for dramatic works; recognize modern examples of Shakespeare s influence; identify differences in written/performed versions of Shakespeare; persuade classmates of significance of chosen play in short Discussions; in-class performances; close poetic readings; lessons in reading drama, comparisons to film and stage adaptations; writing lessons focusing on poetic analysis; writing conferences; journaling and quick responses; further work on structuring analytic writing; further work on effective revision techniques; optional field trip to Philadelphia Shakespeare festival; short oral presentations on student-chosen plays; goal setting before and after each writing Poetic analysis of Macbeth; Macbeth quiz; reading log on second play of student s choice; performance assignment (see and analyze a live or film performance); choice of assessment (make a short film adaptation of key scene, create a visual representation of a key theme, memorize/recite a key speech, or write a paper on modern manifestations of play); short oral presentation convincing classmates to read/understand 5

6 How to read/analyze dense, poetic language effectively How Shakespeare has influenced contemporary society HADDONFIELD PUBLIC SCHOOLS oral presentation assignment significance of chosen play Mid-term exam How the experience of reading a play differs from seeing it performed Resources/Technology: wikis Texts: Prologue to Canterbury Tales; The Miller s Tale; The Wife of Bath s Tale; audio recording of middle English; selected medieval poetry; A Modest Proposal; short clips from The Daily Show and/or The Colbert Report; Macbeth; selected scenes from film versions of Macbeth; student-selected Renaissance drama (Lear, Othello, Henry IV 1, Shrew, Tempest, Antony, and Titus are typical choices); selected early modern poetry; vocabulary series Revised August

7 3rd Quarter Targeted Standard(s): NJCCCS 3.1A (all subsets); 3.1C (all subsets); 3.1D (all subsets); 3.1E (all subsets); 3.1F (all subsets); 3.1 G 1-24; 3.1H 1, 3-7, 9; 3.2A (all subsets); 3.2B (all subsets); 3.2C.1; 3.2D 1-5, 7-8; 3.3A (all subsets);3.3b 1-6, 8-9; 3.3C (all subsets); 3.3D (all subsets); 3.4A (all subsets); 3.4B (all subsets); 3.5A (all subsets); 3.4B 1-3; 3.5C (all subsets) Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings: 19 th century novels display a variety of hallmarks that distinguish them from earlier novels (esp. Romance novels) and more contemporary works; gender constructions vary greatly by author and era; hallmarks of provincial literature differ greatly from those of classical and contemporary genres; Romantic and Enlightenment influences came about due to cultural/historical events and still play a role in our society today; philosophy and literature often tackle the same questions and have done so through the ages; there are definitions of monstrosity, those definitions will vary based on one s culture, beliefs, experiences, and purposes; philosophers and writers over the ages have had radically different theories about essential human nature Essential Questions: Woodlanders: What are the hallmarks of 19 th century novels (style, plot devices, common motifs, etc.)? How are constructions of gender in these novels different from those in Elizabethan drama? From contemporary gender portrayals? How is provincial literature different from traditional definitions of drama (ie: Aristotle, etc.)? Frankenstein: What constitutes a Romantic outlook? What aspects of Romanticism exist in current cultures? Enlightenment outlook? How does the Hegelian dialectic impact cultural literary analysis? How can philosophical studies inform literary analysis? What is a monster? How do people become monsters? Are people naturally good/evil, or are such tendencies learned? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed Woodlanders Jane Eyre Development of the English language through modern era Culture of modern England Develop and use a note taking strategy Craft, deliver, and evaluate a variety of types of speeches Continue growth in following areas; diction, tone, volume, body language, eye contact, volume, etc. Discussions on text and key themes, characters, and events; identification and connections to bildungsromans throughout American and English lit; 3 practice speeches, each focusing on different skill; lesson on listening/evaluation skills; lesson on historical context for text Note-taking assignment; unit test; 4 formal speeches (3 minor and one major) Techniques of 19 th c. novelists; study of novel as genre; study of bildungsroman Effective speaking and listening strategies Identify the characteristics of a bildingsroman and apply the definition to literature throughout many eras Revised August

8 Frankenstein Patterns in Romantic and Enlightenment thought; interplay of philosophy, culture, and literature Different philosophical outlooks on human nature and their practical consequences Exploration of definitions of monstrosity and their sources Analysis of philosophical texts; poetry analysis; cultural analysis of texts; making connections among texts from different cultures; writing/improving a text-specific thesis; selecting, embedding and analyzing parallel quotes; organizing notes and analysis independently; effectively reading and understanding philosophical texts Walk the Line ; journal writing; identifying elements of Romanticism using Romantic texts; teacher-led textual analysis; small group textual analysis; philosophical reading practice; peer editing; writing lessons to prep for writing prompt; writing conferences; mini-lecture; monster/hero brainstorm Reflective writing using analytic and philosophical outlooks studied in unit Resources/Technology: Texts: The Woodlanders; selected poetry with related themes; Frankenstein; excepts from Rousseau and Hobbes; Enlightenment vs. Romantic poetry packet; vocabulary series Revised August

9 4 th Quarter Targeted Standard(s): NJCCCS 3.1A (all subsets); 3.1C (all subsets); 3.1D (all subsets); 3.1E (all subsets); 3.1F (all subsets); 3.1 G 1-24; 3.1H 1, 3-7, 9; 3.2A (all subsets); 3.2B (all subsets); 3.2C.1; 3.2D (all subsets); 3.3A (all subsets);3.3b 1-6, 8-9; 3.3C (all subsets); 3.3D 1-3, 5; 3.4A (all subsets); 3.4B (all subsets); 3.5A (all subsets); 3.4B 1-3; 3.5C 1-3 Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings: Language can be used for a variety of purposes and with a variety or moral intents; rhetorical strategies can be used in service of lessthan-noble causes; a thinking reader can spot such problematic writing; literature has often played a role in politics/culture beyond the aesthetic; personal, reflective, and philosophical writing is inherently different than textual analysis writing; literature has played many roles in society over the ages Essential Questions: 1984: How does language assist propaganda? What political roles can literature play effectively? What are dystopian novels and what purpose do they serve? Can any aspects of 1984 be found in modern society? What does it mean to be free? How does one write an effective definition-based essay? What types of topics make for effective personal essays? Personal/College Essay: What aspects of your life are most important to you, and how can those aspects be crafted into an engaging personal/college essay? Culminating Project: What is the purpose, value, need, or role of literature in society? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed Development of the English language through modern era Culture of 20 th century England Identify effective/less effective political uses of language; identify and employ rhetorical strategies; discuss definitions of freedom in modern society; write a definitionbased essay Class discussion; examination of historical documents of era; examination of modern political cartoons and parallel political fiction; examination of definition essays; writing lessons to prepare students for such essay writing Definition essay on student-chosen concept from 1984 Novel as political tools Differing definitions of freedom Revised August

10 College Essay/Personal Writing Unit (if time permits) Write an effective personal essay that could also be used as a college application essay Jigsaw/gallery walk on selected articles; examination of sample essays; reflection activities to garner topics for essay; writing workshops and lessons; revision strategies lesson Personal/college essay Culminating Paper Identify and narrow a literary/philosophical question and answer it effectively in a reflective essay. Class discussion; sample philosophical readings; links to texts from rest of year; quick writes; writing lessons; examining samples of philosophical writing; drafting and revising; peer editing Reflective essay on a literary/philosophical question of the student s choice. Final Exam Resources/Technology: Texts: 1984; The Truman Show film; Politics and the English Language ; selected poetry with related themes; How to Write with Style (Vonnegut); Remembering Heroes: How to Write Creative Nonfiction; Proust Questionnaire; sample college essays; teacher-chosen personal statement articles & websites; sample philosophical readings/essays Revised August