ENGLISH IVAP. (A) compare and contrast works of literature that materials; and (5) Reading/Comprehension of Literary

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1 ENGLISH IVAP Unit Name: Gothic Novels Short, Descriptive Overview These works, all which are representative of nineteenth century prose with elevated language and thought provoking ideas, adhere to the quality and complexity of works recommended by the College Board for AP Literature. Nineteenth century Western societies were a time of great change, inventions, and promise with the growing interest and experimentation in science and technology. TEKS: SPEAKING/LISTENING READING WRITING 2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and inferences and draw conclusions about theme and perspectives while anticipating and refuting genre in different cultural, historical, and genre in different cultural, historical, and counter-arguments; contemporary contexts and provide evidence from contemporary contexts and provide evidence from (D) uses a style manual (e.g., Modern text to support understanding. Students are text to support understanding. Students are Language Association, Chicago Manual of expected to: A) compare and contrast works of expected to: Style) to document sources and format written literature that express a universal theme; (A) compare and contrast works of literature that materials; and (5) Reading/Comprehension of Literary express a universal theme; (E) is of sufficient length and complexity to Text/Fiction. Students understand, make inferences (5) Reading/Comprehension of Literary address the topic. and draw conclusions about structure and elements Text/Fiction. Students understand, make inferences (25) Listening and Speaking/Speaking. of fiction and provide evidence from text to and draw conclusions about structure and elements Students speak clearly and to the point, using support understanding. Students are expected to: of fiction and provide evidence from text to conventions of language. Students will (A) analyze how complex plot structures (e.g., support understanding. Students are expected to: subplots) and devices (e.g., foreshadowing, (A) analyze how complex plot structures (e.g., complexity. Students are expected to formulate flashbacks, suspense) function and advance the subplots) and devices (e.g., foreshadowing, sound arguments by using elements of classical action in a work of fiction; flashbacks, suspense) function and advance action speeches (e.g., introduction, first and second (B) analyze moral dilemmas and quandaries in a work of fiction; transitions, body, and conclusion), the art of presented in works of fiction as revealed by (B) analyze the moral dilemmas and quandaries persuasion, rhetorical devices, eye contact, underlying motivations and behaviors of presented in works of fiction as revealed by speaking rate (e.g., pauses for effect), volume, characters; underlying motivations and behaviors of enunciation, purposeful gestures, and (7) Reading/Comprehension of Literary characters; conventions of language to communicate ideas Text/Sensory Language. Students understand, (7) Reading/Comprehension of Literary effectively make inferences and draw conclusions about how Text/Sensory Language. Students understand, an author's sensory language creates imagery in literary text and provide evidence from text to support understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, (8) Reading/Comprehension of Informational and literary works Text/Culture and History. Students analyze, make (8) Reading/Comprehension of Informational inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from text to support understanding. Students are expected to analyze consistency and clarity of expression of the

2 controlling idea and ways in which organizational and rhetorical patterns of text support or confound the author's meaning or purpose. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will depth in increasingly more complex texts. Students are expected to: (C) evaluate how one issue or event is represented across various media to understand notions of bias, audience, and purpose; (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting correct genre for conveying intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning; (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from text to support understanding. Students are expected to analyze the consistency and clarity of expression of the controlling idea and ways in which organizational and rhetorical patterns of text support or confound the author's meaning or purpose. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will depth in increasingly more complex texts. Students are expected to: (C) evaluate how one issue or event is represented across various media to understand notions of bias, audience, and purpose; (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting correct genre for conveying intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a welldeveloped conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood

3 Instructional Resources (suggested) or tone; (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and (C) write a script with an explicit or implicit theme, using a variety of literary techniques. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a clear thesis statement or controlling idea; (iv) a clear organizational schema for conveying ideas; (v) relevant and substantial evidence and wellchosen details; (vi) information on all relevant perspectives and consideration of validity, reliability, and relevance of primary and secondary sources; and (vii) an analysis of views and information that contradict the thesis statement and the evidence presented for it; (C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement; (ii) addresses the writing skills for an analytical essay including references to and commentary on quotations from the text; (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; Choice of Shelley, Mary. Frankenstein. New York: New American Library, Stoker, Bram. Dracula. New York: Barnes and Noble, Inc., Wilde, Oscar. The Picture of Dorian Gray. Barnes and Noble, Inc., Background information on Gothic literature

4 Writing Focus (e.g., Purpose, Process) Viewing/Representing Focus Speaking/Listening Focus Generalizations/Enduring Understandings Guiding/Essential Questions Concepts Topics Essential Facts Processes and Thinking Skills Timed Write using AP prompt(s); reflective journal response Websites on medical advances, i.e. cloning, biotechnology, etc. Guest lecturer; literature circles; large group discussion on ethical issues presented in novel(s) Man's inquisitive nature can both help and harm. Unintended, detrimental outcomes can emerge from a desire to help others. Man is driven to yearn for companionship and meaning. Man is not a static creature; therefore, he will never be satisfied. When does science interfere with ethics? Should man try to "fix" nature? Which has more influence--nature or nurture? The authors below addressed this pursuit to understand the physical world in interesting ways that raise questions: How much knowledge is too much? Can man reach perfection? What are the consequences when moral standards are set aside for a greater good? The Risk of Knowing Some key ideas in all three: Doppelgänger, the journey, the quest, science vs. aesthetics, the power of obsession and influence, the pursuit of perfection, the pursuit of knowledge, the consequences of obsession, among others Gothic literature; Romanticism; ethos; Aestheticism Man s insatiable curiosity is not always beneficial. Gothic literature explores the dark side of the Romantic concepts of the individual, isolation, and the inherent nature of man. Science and spirituality often conflict. Annotating for main idea, purpose, and tone Analyzing theme, conflict, and character in a Timed Write Practicing for Question 3 prompt

5 AP Strategies The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed, in-class responses. The course requires: to make and explain judgments about a work's artistry and quality, and social and cultural values ich students draw upon textual details to develop an extended explanation/interpretation of the meanings of literary text what they think in the process of writing about reading (such assignments could include annotation, freewriting, keeping a reading journal, and response/reaction papers) The course teaches students to write an interpretation of a piece of literature that is based on careful observation of textual details, considering the work's: Structure, style, and themes Social and historical values it reflects and embodies Such elements as use of figurative language, imagery, symbolism, and tone The AP teacher provides instruction and feedback on students' writing assignments, both before and after students revise work, that help students develop: achieving appropriate emphasis through diction and sentence structure -ranging vocabulary used appropriately and effectively lization and specific, illustrative details transitions, and emphasis Language of Instruction Vocabulary Support Materials Romanticism; Gothic novel; elements of fiction; literature circles; allusions; inference; context clues; guiding questions In context Teacher generated; websites

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