4-5 weeks (Quarter 1) Poetic Form & Craft. 4-5 weeks (Quarter 1) Monster in Literature. 4-5 weeks (Quarter2) The Hero s Quest

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1 Content Area Advanced Placement Literature & Composition (AP Lit) Grade: 12 R14 The Seven Cs of Learning Collaboration Character Citizenship Unit Titles Creativity Critical Thinking Curiousity Length of Unit Research and Process 4-5 weeks (Quarter 1) Poetic Form & Craft 4-5 weeks (Quarter 1) Monster in Literature 4-5 weeks (Quarter2) The Hero s Quest 4-5 weeks (Quarter 2) The Search for Self 8-10 weeks (Quarter 3) Application & Analysis 8-10 weeks (Quarter 4) Communication Region 14 English Language Arts Curriculum: Grade 12 BOE Adopted TBD 1

2 Strands Reading Writing Speaking and Listening Language and Research Grade Level Expectations Readers can read deliberately and thoroughly, taking time to understand a work s complexity while absorbing the richness and meaning of a literary work. Readers can analyze, critique and respond to a work of literature. Readers can identify, analyze, and evaluate the function and effectiveness of increasingly complex literary and rhetorical elements in traditional and contemporary works of literature. Readers can evaluate the effectiveness of authorial choices of language, including syntax, diction, grammar as they collectively influence the understanding of literary texts. Readers can command textual evidence in a means that allows the writer to formulate an argument. Writers can make appropriate stylistic and thematic decisions that can be refined to inform or influence an audience. Writers can evaluate, revise, and reflect on individual writing in order to develop a unique writing style. Writers can analyze, apply, and evaluate increasingly complex literary and rhetorical elements in traditional and contemporary works of literature. Writers can apply mastery of grammar, usage, mechanics, clarity, and organization through ongoing revisions. Writers can create and apply elements of poetry to convey meaning while illustrating mastery of poetic devices. Speakers understand authorial decisions and how they influence the dramatic interpretation of a performance piece. Speakers can make appropriate and relevant decisions about oral strategies in order to convey information. Speakers can synthesize the meter, rhyme, sound/prosody of poetic verse as it contributes to meaning. Learners can determine how the author employs particular details, allusions, or syntax to achieve meaning. Researchers can show a development of individual writer or speaker s style/voice while paying attention to audience, purpose, tone, diction, and syntactic structure. 2

3 Unit Title Research & Process (Unit 1 of 6) Length of Unit 4-5 Weeks (Quarter 1) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Academic Vocabulary Why is it important to explore a range of views and determine validity in researching? Why is it important to cite and document accurately and appropriately? Why is it important to recognize and follow the steps of writing a research document? What are the most vital steps in the research drafting process? Why are peer and self editing such a vital part of the writing process? How do we provide specific and constructive feedback throughout the shared writing process? Theme development, Author s craft, Argument and Counterargument, Synthesis of Information Reading: RI , RI , RI Writing: W W c; W W Speaking and Listening: SL , SL , SL Language: L , L Follow the research process from the selection of primary sources to final manuscript submission, edit and revise (both peer and self), assess valid sources, create appropriate citations and documentation, effectively produce constructive peer feedback, establish connection between literary era and text examined, creating a specific research- based question to be answered, evaluating a range of interpretations Thesis statement, in- text citation, works cited, validity of research/sources, juxtaposition of theme/concept, compare/contrast, primary document, supporting document, header, research question 3

4 Unit Title Research & Process (Cont.) Length of Unit 4-5 Weeks (Quarter 1) Critical Content: My students will Know research and draft writing is a recursive process providing poignant and targeted peer feedback is integral to the writing process. there are thematic links between historical documents, non- fiction prose, fictional texts, and poetry. a thesis statement how the power the change an individual s mind and state a unique claim. Key Skills: My students will be able to (Do) access databases that warehouse information for research and study. analyze primary and secondary documents for application in writing. recognize and create thesis statement that states an author s claim. recognize and create an argument that must be substantiated through a writer s command of evidence. connect thematic understanding through a multitude of sources (poetry, prose, research information). Assessments: Teacher Resources: Integration of Sources: Collecting and Synthesizing Information Writing Piece #1: Research Draft - Interim Grade (Integration of sources to defend student- created thesis) Writing Piece #2: The Research Paper (Summative) v Unit Implementation Guide v A.P. Adapted Rubrics (used throughout) v A.P. Published Range- Finders & Sample Student Responses (used throughout) v A.P. Published Free Response Rubric (used throughout) v Research process checklist (used for self assessment and 1-1 student to instructor meetings) v School database and materials (GALE Academic One- File, General One- File) v Library media center text resources v Student- created drafts for work- shopping v Individual conference periods for instructor- student progress checks 4

5 Unit Title Poetic Form and Craft (Unit 2 of 6) Length of Unit 4-5 Weeks (Quarter 1) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Academic Vocabulary How does the reader determine a poem s theme? How can poetry shape our views and attitudes? What makes the language of poetry unique in literature? How do poetry devices enrich a work? What role does the structure of a poem play in a reader s understanding? What justifies poetry as an art? How does a literary era manifest alternate themes, forms, and styles of poetry? Poetry and Text Substantiation Reading: RL , RL , RL , RL , RL Writing: W a, W b, W Speaking and Listening: SL , SL , SL Language: L , L , L Recognition and analysis of poetic devices, Thesis- based writing of poetry analysis, Divorce of speaker vs. poet, effect of poetic device, molding poetry to reflect personal values and preferences Allegory, alliteration, anapest (meter), assonance, caesura, characterization, connotation, couplet (form), dactyl (meter), denotation, diction, elegy, elision, figurative language, foot (meter), free verse (form), hyperbole, iamb (meter), image, irony, lyric poem, metonymy, narrator/speaker/persona, ode, onomatopoeia, parody, plot, personification, point of view (P.O.V.), pyrich, quatrain, rhyme, rhythm, sestet, satire/sardonic, simile, setting, sonnet, spondee, stanza, style, subject, symbol, synecdoche, syntax, tercet, theme, tone, trochee, villanelle 5

6 Unit Title Poetic Form and Craft (Cont.) Length of Unit 4-5 Weeks (Quarter 1) Critical Content: My students will Know to discern between the credibility of sources and whether particular sources are fit for student research (following completion of research unit #1). importance of synthesizing primary and secondary information for use in research- based writing. a thesis statement is the point in which an author formulates, supports, and reinforces throughout a written work. to discern appropriate and specific evidence to support a writer s argument in order to successfully substantiate argument. you can write critically about researched material (cross- connection). Key Skills: My students will be able to (Do) analyze the use of poetic devices in a work. recognize distinct characteristics of a variety of literary eras. write critically regarding syntax structure and its use to determine meaning. determine how each persona has a distinct, authorial voice. examine how poets implement a variety of written structures write critically as to how meter and rhyme contribute to the meaning of a poetic work. Identify how poetry uses rich, concise language and meter to convey observations and insights. Assessments: Teacher Resources: Poetry Explication & Analysis #1 : Imagery Essay #2: Shifting Attitudes (Poem in Isolation) #3: Views of Icarus #4: Compare & Contrast In- Class Essays (Retired A.P. Exam Prompts Question #1- Poetry) Poetry Assessment v Unit Implementation Guide v A.P. Retired Exam Excerpts (Multiple Choice Practice & Review) v Texts may include but are not limited to Wit by Margaret Edson (Drama), An Introduction to Reading and Writing about Literature by Roberts & Jacobs (6th Edition) 6

7 Unit Title Monster in Literature (Unit 3 of 6) Length of Unit 4-5 weeks (Quarter 2) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Key Vocabulary What are the responsibilities of a parent/creator? How do the events around us shape our character? In what ways can a particular setting manifest characterization? What occurs when a parent/creator abandons a child/creation? What are the hallmarks of Gothic Romanticism as a written form? What makes Romanticism unique from other literary eras? Theme Development, Author s Craft, Argument and Counterargument, Narratives, Supporting an Assertion Reading: RL and RI 10.1, RL 10.2, RL 10.3, RI 10.5, RI 10.7, Writing: W 10.1, W 10.8, W 10.9, Speaking and Listening: SL 10.1, SL 10.3, SL 10.4, SL 10.5, L 10.3 Language: L , L , L , L Connect texts from different time periods thematically, identify how the elements of character, setting, and plot serve the development of the author s theme, select appropriate text evidence to support an assertion,, consider the opinions of others in forming his/her own, write to a prompt demonstrating a thorough knowledge and application of a literary text; in answering A.P. retired exam excerpts, students must recognize figures of speech, author s tone, syntactical structures, and contextual meaning. Literary Era, Romanticism, Gothic- Romanticism, Theme, Diction, Syntax (Parallel Structure), Sentence Varieties (Length and Types) Tone, Allusion, Irony, Figurative Language, Conflict, Characterization, Setting, Point of View, Connotation vs. Denotation, Allegory, Metonymy 7

8 Unit Title Monster in Literature (cont.) Length of Unit 4-5 weeks (Quarter 2) Critical Content: My students will Know a process to determine the purpose, effectiveness, and interpretive effect poetic devices have on a work. the characteristics of poetic works produced in each literary era examined. to determine the effect of syntax structure on the meaning of a poem to be perceptive and accurate in description an author s voice and tone. to discern the acute differences in structure, meter, rhyme and how each contributes to reader understanding. to determine how poetic meter and rhyme influence meaning, prosody, and interpretation of a poetic work. a process to evaluate and critique the use of rich, concise language and mater to convey observation and insights. Key Skills: My students will be able to (Do) write argumentatively to determine how a text is reflective of a distinct literary era. consider alternate opinions regarding a theme/concept (victim/villain). apply knowledge of texts in reading of A.P. Multiple Choice Questions. formulate and support written argument using apt and specific textual evidence. create a written thesis substantiated with text support within a timed period (modeling May A.P. examination). Assessments: Teacher Resources: Writing Task #1: Literary Analysis Writing Task #2: Literary Analysis In- Class Essays (Retired A.P. Exam Prompts Question #1 & #2- Poetry & Prose) Objective Reading Quizzes & Tests v Unit Implementation Guide v A.P. Retired Exam Excerpts (Multiple Choice Practice & Review) v Mentor texts may include but are not limited to Frankenstein by Mary Shelley, The Fifth Child by Doris Lessing, Grendel by John Gardner v A.P. Sample Essay via The College Board/A.P. Central 8

9 Unit Title The Hero s Quest (Unit 4 of 6) Length of Unit 4-5 weeks (Quarter 2) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Academic Vocabulary How does an author effectively use strategies to develop and convey his message? How is a theme universal and timeless no matter what age, what time, what context, and what experience? How can texts about different topics have the same message about mankind? What is the role of family/blood ties in forming our own identity? How can adversity help us develop as human beings? How can others experiences help us better understand our world? How can you use what happened in your past to understand your present? What is the role of physical violence in shaping characters, humans in general? Close Reading and Analysis, Tracing a Work, Crafting Effective Responses Reading: RL , RL , RL , RL , RL Writing: W , W a, W b, W e, W (a- e), W , W b Speaking and Listening: SL , SL , Language: L , L , L Provide close textual analysis of a Shakespearean soliloquy (including memorization of passage), trace the development of a protagonist throughout a work, learn to identify and trace the hero s quest, interact to a work in a reader response journal, AP Focus: respond in a timed period to an A.P. sample prose prompt, review and assess sample A.P. range- finders and rubrics in order to self- evaluate Soliloquy, aside, dramatic irony, situational irony, universal theme, illuminating event, climax, resolution, monologue, ensemble 9

10 Unit Title The Hero s Quest (Cont.) Length of Unit 4-5 weeks (Quarter 2) Critical Content: My students will Know ways to determine how elements of a literary era present themselves in a work of literature. integrate alternate theme/concepts into argumentative work. have knowledge of texts and reading strategies to successfully complete A.P. Multiple Choice Questions. a process to craft A.P. model questions in an effort to develop exam familiarity and confidence. Key Skills: My students will be able to (Do) analyze the complex characteristics of Shakespearean characters through the close reading of a soliloquy. trace the development of a character throughout a drama using textual evidence. determine how both context and era reflect in an author s featured characters. discern unique differences between realism and romanticism present within literature. access a hero s success in completing a journey using appropriate and specific textual evidence. Assessments: Teacher Resources: Shakespearean Memory Passage (Close reading/performance assessment) Written Task #1: Hamlet literary analysis Written Task #2: Literary Analysis Timed Writing Assessments (40 minutes) (Modeled after A.P. examination) v Unit Implementation Guide v A.P. Adapted Rubrics v A.P. Published Range- Finders & Sample Student Responses v A.P. Published Free Response Rubric v Mentor texts may include but are not limited to William Shakespeare s Hamlet, Cormac McCarthy s All the Pretty Horses, Gene Autry s Cowboy Code - Video & Text v Historical Documents - The American 1950s & Death of the American West v The Kiss Painting Analysis & Written Task 10

11 Unit Title The Search for Self (Unit 5 of 6) Length of Unit 8-10 weeks (Quarter 3) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Academic Vocabulary How does an author effectively use strategies to develop and convey his message? What is the price of freedom from society s rules? What happens when the essential mother- child bond is broken? (Beloved & The Awakening) Why is memory so crucial in the development of an individual? How is a theme universal and timeless no matter what age, what time, what context, and what experience? How can texts about different topics have the same message about mankind? What are the psychological effects of social institutions? How can adversity help us develop as human beings? How can others experiences help us better understand our world? How can you use what happened in your past to understand your present? Reflecting with Self and Peers, Close Reading on Style and Detail, Perspectives of Narrators Reading: RL , RL , RL , RL Writing: W , W , W Speaking and Listening: SL a, SL , SL Language: L , L , L Complex sentence variety and implementation, Self- assessment of written work, student guided peer editing, evaluation of sample works using A.P. rubrics (collaborative scoring & evaluation), style analysis (prose study), deliberate reading to observe richness of detail (the function of form), objective omniscient vs. subjective omniscient Vernacular, Theme, Diction/Word Choice, Syntax (Authorial decision), authorial baggage, analytical writing, tone/voice, allusion, situational irony, figurative Language (all), idiom, characterization, point of view, anachronism 11

12 Unit Title The Search for Self (cont.) Length of Unit 8-10 weeks (Quarter 3) Critical Content: My students will Know Syntax structure illuminates a speaker s attitudes, beliefs, and interpretation of a particular scene/concept Setting may be viewed as an antagonist when examined against featured characters Foil characters exist as a means of highlighting specific characteristics Author s implement alternate languages and vernacular to enrich a text Satire is a tool utilized by authors to speak critically on a social or world issue Key Skills: My students will be able to (Do) Connect characters from written works to concepts and details revealed through photography, non- fiction, and film Define the term bildungsroman as it relates to works examined in this unit Examine a student- selected motif that is individually substantiated Describe the various ways in which an author creates authenticity through dialogue Establish a connection between social issues present in an era and how such issues are reflected in fictional characters Write and evaluate argumentative writing rooted in a text within a timed period Assessments: Written Task: Literary Analysis (Text #1) Written Task 2: Literary Analysis (Text #2) In- Class Timed (40 minutes) Essays (A.P. examination preparation) Teacher Resources: v Unit Implementation Guide v Texts may include but not limited to The Awakening by Kate Chopin, Beloved by Toni Morrison, Catch- 22 by Joseph Heller, One Flew over the Cuckoo s Nest by Ken Kesey v Photography and advertisements from era v Lecture presentation of Recovered Memory (Beloved) 12

13 Unit Title Analysis & Application (Unit 6 of 6) Length of Unit 8-10 weeks (Quarter 4) Inquiry Questions (Engaging- Debatable): Unit Strands and Standards Concepts Academic Vocabulary How do authors create a unique written style? In what ways does satire allow an author to illuminate social/world issues? How can unique poet forms mirror an attitude or theme? What are the links between an author s background and their writing? What is the benefit of reading literature attentively and feelingly? What is the commonality that all great writers share? Crafting Creative Writing, Research, Creation, Essay Reading: RL , RL ; Writing: W e- f, W a- e Speaking and Listening: SL , SL Language: L , L , L Application of figurative writing through creative writing, independent research and creation, self- monitored project drafting and development, peer to peer brainstorming, student progress monitoring of so what as they must go beyond observation and interpretation, pull from student knowledge to substantiate a timed open- ended A.P. modeled essay fluency, poetic glossary, cultural criticism, feminist, postcolonial, Freudian, historic literature, sudden fiction, universality 13

14 Unit Title Analysis & Application (cont.) Length of Unit 8-10 weeks Quarter 4 Critical Content: My students will Know author s make specific writing decisions to influence a reader s interpretation of a text. steps necessary to complete a polished work of writing. effective peer feedback goes beyond mere grammatical and spelling revision. ways to self- guided pacing on independent analysis projects. Key Skills: My students will be able to (Do) create written text that represents a student s unique voice through the writing of poetry or prose. conduct independently led research in order to answer a student- generated research question. model creative writing after canonized literary works. synthesize text information to determine or refine word meaning across a range of literature. create a rubric to be used in the evaluation of individual work. Assessments: Teacher Resources: Written Task: Student Independent Research (guided application of skills, concepts, and knowledge) Written Task: Student Creative Project In- class timed (40 minutes) essay (modeled for May A.P. examination) v Unit Implementation Guide v Student project criteria sheet v Example projects v Student- instructor progress tracking document 14

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