Danville Area School District Course Overview

Transcription

1 Danville Area School District Course Overview Course: 12 English and 12 English Honors Teachers : Matthew Bloom, Courtney Hugo, and Shavaun Mull Course Introduction: This will be a survey course of world literature. The course will focus on classic and modern works in major genres (poetry, drama, epic poetry, novel and literary nonfiction). Classroom discussions will ask students to investigate philosophical and literary questions that arise as a result of reading literature. In addition, students will be asked to analyze and interpret literature using textual support in essays. Students will write essays in which they analyze a work closely, compare two works, or trace an idea or theme throughout the works they have read. The course will also work to prepare students for the SAT as well as the post-secondary experience in writing and literary analysis. Adapted from Common Core, Inc. Course Text or Student Materials: Holt McDougal Littell, Grade 12 Lord of the Flies, William Golding Macbeth, Shakespeare Writing and Grammar (Prentice Hall text) Sadlier Oxford Vocabulary Workshop Level G Units 1-6 Supplemental Novels and Plays for Honors 12 English G ulliver s Travels by Jonathan Swift, Hamlet by William Shakespeare, Frankenstein by Mary Shelley, A Tale of Two Cities by Charles Dickens, Dracula by Bram Stoker, Emma by Jane Austen, Wuthering Heights by Emily Bronte, Sense and Sensibility by Jane Austen, 1984 by George Orwell, The Glass Menagerie by Tennessee Williams, The Joy Luck Club by Amy Tan, A Doll s House by Henrik Ibsen, A Streetcar Named Desire by Tennessee Williams, Animal Farm by George Orwell, Death of A Salesman by Arthur Miller, A Lesson Before Dying by Ernest Gaines, Doubt by John Patrick Shanley, The House on Mango Street by Sandra Cisneros, American Born Chinese by Gene Luen Yang

2 Units of Study: Student Objectives: The Anglo Saxon Period: Consider how medieval literature exhibits many tendencies rather than a single set of characteristics. Observe literary elements (e.g., allegory, farce, satire, foil) in medieval literary works and identify characteristics of medieval literary forms. Understand how literary elements contribute to meaning and author intention. Consider glimpses of the Renaissance in certain works of medieval literature and art. Consider how medieval literary and artistic forms reflect the writers and artists philosophical views. Examine the literary, social, and religious satire in Chaucer s Canterbury Tales. Consider the role of the framed narrative in Chaucer s Canterbury Tales and other works. Compare works of medieval literature and art, particularly their depiction of character and their focus on the other worldly. The English Renaissance Read plays and poetry from the Renaissance era, observing the continuity from the Middle Ages as well as the departures. Identify and investigate allusions to classical literature in Renaissance texts. Discuss Renaissance conceptions of beauty and their literary manifestations. Explore how Renaissance writers took interest in human life and the individual person. Explore the playful, satirical, irreverent aspects of Renaissance literature in particular, the writing of Shakespeare. Write an essay in which they analyze a literary work using textual support. Standards/Anchors: Common Core: The Anglo-Saxon Period and Medieval Period RL : Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RI : Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W (a-e): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL : Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L (a): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. SL : Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L (a): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. The English Renaissance RL : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL : Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

3 The Restoration and the 18 th Century Read literary and philosophical works from the seventeenth century, with particular attention to questions of reason and emotion. Analyze two philosophical works of the seventeenth century for their treatment of an idea related to human reason. Analyze the relationship between reason and emotion as illustrated in literature of the seventeenth century. Understand the use of satire as a technique to reveal authorial intent. The Flowering of Romanticism Read fiction, drama, poetry, biography, and autobiography from the eighteenth and early nineteenth century. Consider the relationship between art and nature in these works. Consider the dual role of the narrator as a character and as a storyteller. Consider the role of the supernatural in the literary works read in this unit. Explore and analyze some of the philosophical ideas in the literary texts questions of free will, fate, human conflict, and loss. Consider the difference between natural and forced language, as explained by Wordsworth. The Victorians Closely analyze a key passage from a novel and comment on how it illuminates the work as whole. Contrast two works by a single author. Contrast the moral conflicts of characters in two works of this unit consider how the poetry of this period reflects both on the human psyche and on the state of civilization. Consider how the works of this period show signs of early modernism RI : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI (a-f): Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W : Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL : Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. The Restoration and 18 th Century RL : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI : Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI : Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RI : Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. W : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Flowering of Romanticism RL : Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. L (a-b): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4 Indentify elements of romanticism and gothic romanticism in works of literature. Modern and Contemporary Literature Read works of the twentieth century, focusing on the earlier decades. Consider aspects of modernism (such as anxiety) in their historical context. Analyze dystopian literature, considering the problems inherent in fashioning a perfect person or society. Consider how poems in this unit reflect on poetry itself and its possibilities. Understand absurdist and existential philosophy as it applies to literature and theatre. The Novel Recognize the importance of historical context to the appreciation of setting and character. Identify and analyze major and minor characters Analyze characterization. Explain the use of multiple plots. Recognize the importance of point of view Analyze theme Adapted from Common Core, Inc. The Victorians RL : Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RI : Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. L (a-b): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Modern and Contemporary Literature RL : Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama RL : Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL : By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently. RI : Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.. SL (a-d): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. L : Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Adapted from Common Core, Inc.

5 Instructional Plan: Typical Lessons include but are not limited to: bell ringer followed by homework check when applicable. Homework checks may be for completion or correctness, depending on material and difficulty. Instructional methods include lecture, media tools, student led inquiry, independent work, or cooperative learning. Student activities regularly consist of both individual and partner application of material. Assessments include homework, exams, annotations, on-demand writing prompts, reading checks, and performance assessments. Student Assistance: Students and parents can expect teacher initiated phone contact. Parents can utilize phone contact ( x1100) as well as or Assessments and Evaluation: Assessments include but are not limited to: Multiple Choice True/False Application of concepts to literature samples Short Answer/Essay Open-Ended Essay questions Media projects Creative Projects All major units of study are broken into the subcategories where an end of study assessment should be expected; approximately every 3-4 weeks. All major assessments are announced with 3-7 days notice. All major essays are announced and processed as a class, at least 2 weeks in advance Grading: End of unit assessments range in point values from points. Homework assignments range in point value from 5-25 points and depend on level of difficulty and completeness or correctness. (An assignment being checked for completion will only range from 5-10 points. An assignment being checked for correctness will range from points.) Essays are graded on a rubric of 100 points. Announced reading quizzes range in point value from points. Homework/Procedures: Students are regularly and consistently assigned homework with an expectation of completion. Students are responsible for recording their assignments in their agenda. If there is difficulty, student initiated help is expected to ensure timely completion. Assignment board in room is present and utilized for assignments, as well as teacher announced.

6 Student and Parent Communication: Students and parents can expect teacher initiated phone contact. Parents can utilize phone contact as well as . Student Expectations and Classroom Rules of Conduct Students will appropriately participate and follow all policies as outlined in the Danville Student Handbook, which contains procedures regarding absences, classroom behavior, make-up of work, academic integrity and all other student conduct guidelines. Each teacher will go over individual policies for behavior, classroom organization and course work during the first week of school.