Curriculum Addendum Honors 12 Elements of Literature

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1 Curriculum Addendum Honors 12 Elements of Literature Unit: Drama Subunit: Macbeth, Antigone Major work presented: Macbeth, Antigone Standards Addressed: , , , , Core Concepts applied to the drama with suggested content: How does the selection fit the definition of a tragedy? Characteristics of the tragedy/tragic hero: main character comes to an unhappy end; the tragic hero is usually a person of importance; this person has a tragic flaw which leads to his downfall; the hero usually recognizes his downfall by the end of the drama Hamartia some error or frailty that brings about misfortune for a tragic hero: the concept is closely related to that of the tragic flaw Perform a close textual analysis of the elements of drama, giving some attention to how the plays were performed in Shakespeare s time and to how gender functions in the selected tragedies How is the time period, culture/society reflected in the drama? Treatment/position of women, social structure, gender roles, ambition, What role does characterization play in the drama? Identify and analyze the complex relationships between characters i.e. Lady Macbeth Macbeth; Othello and Iago, Othello and Desdemona, Desdemona and Emily Understand how the characters personalities contribute to their downfall It what ways can the characters (especially Iago and Macbeth) be seen as psychological figures? In what way do the characters wear masks? How do the literary devices used in the drama enhance the overall quality of the piece? Three types of irony: dramatic, situational, verbal Understanding stage directions Soliloquy, aside, comic relief, dramatic monologue, foreshadow, oxymoron, paradox, pun, irony (3 types), foil, external and internal conflicts, litotes (understatement), figurative language, hyperbole, symbolism, dynamic character, static character, metaphor, extended metaphor, allusion Students will identify terms specific to the genre, i.e., hubris, tragic flaw, catharsis, chorus, free verse Symbolism and motifs: Blood, Supernatural events, the weather/nature, ill fitting clothing, birth, superstition vs. practicality, perception vs. reality, handkerchief Analyze how Shakespearean metaphors, imagery, and another dramatic cues reveal the tragic hero s response to fear How do the major themes in the drama provoke thinking and provide insight into universal emotions and dilemmas? Examine the motives that leads to the changes in each main character in order to reveal major themes of the play 33

2 Superstition/fatalism, The Supernatural Examine the causes for the tragic hero s downfall Examine the character of Lady Macbeth and evaluate her role in the drama Discuss bravery, loyalty, masculine and feminine qualities of a person, fate vs. freewill, jealousy, deception, greed, sight and blindness, hell and monsters Concept of ambition: Can too much ambition lead to a hero s downfall? Consider the recurring theme of conflict between a citizen s obedience to the State and his exercising his religious duties Concepts of jealousy and greed: How can they lead to a character s downfall? How does the selection fit the characteristics of a Greek tragedy? Greek mythology review Consider the following: Gender roles, child/parent relationships, role of the supernatural Study themes prevalent themes of the time period such as families torn apart by political differences, gender bias, the death penalty, suicide, etc Suggestions for teaching: Writing Prompt concerning the tragic hero Essay test on the tragic hero s journey Artistic project comic book based on a Macbeth Research Criticism on one aspect of Macbeth Objective test on information presented in class Small group analysis of a particular speech, scene, or act Mini-presentations evaluating and analyzing a particular speech or scene Use of study guides to assist in learning, discussion, and assessment Brainstorm possible essays topics and facts concerning Macbeth Compare and contrast two of the same scenes from two different movies Students act out scenes (as a pre-reading exercise) in modern times Completion of quote identification packet Interactive Internet games Have students to research on life in 17 th century Venice in order to get a better understanding of Othello. Choose one area of concentration: dress, social positions, gender roles, etc. Compare the themes of Macbeth to modern world events Students will discuss the changes that each main character has undergone in the play. After examining historical events and current world affairs, students are able to write an essay comparing the event to the themes of Macbeth Special Note: The list of English Curriculum activities and assessments allows for selection of activities and assessments by teachers to meet the needs of students. Other Suggested Texts: Antigone, Hamlet, The Importance of Being Earnest, Oedipus Rex 34

3 Curriculum Addendum Honors THE NOVEL Unit: The Novel Subunit: novel Major works presented: Brave New World by Aldous Huxley, Lord of the Flies by William Golding, Frankenstein by Mary Shelly, Dracula by Bram Stoker, The Cat s Eye by Margaret Atwood Standards Addressed: , , , , , Core Concepts applied to the novel with suggested content: What is the importance of literary structures associated with the novel and how do they enhance the novel s overall effect? Foreshadowing, conflict, flashbacks, point of view, climax, symbolism, theme, characterization What makes this novel a dystopia? (Brave New World) What is the role of the author? Identify the social role of the "author" Identify how the author s life experiences contribute to the central message of the novel Discussion: If the author does not control the meaning of a text, then what/who does? How is the novel s symbolism important to the author s purpose? Soma, Malthusian belt, the color white, the Feelies How do the themes in the novel reflect the author s beliefs and observations about society? The Beast, the glasses, island Assist students in learning to use "authority" to back up their valuable ideas How are the novel s motifs significant to the text? Identify and discuss motifs: Pneumatic, alienation, Shakespeare, savage, Oh Ford! In Frankenstein: night and darkness Analyze how the novel is a psychological drama of discovery and identity (e.g. Frankenstein Why does the characterization in this novel seem secondary to the author s purpose? Character symbolism: What do the characters represent? Analyze the ways in which the characters reflect the different aspects of society Character motivations Describe how the poem present masculinity and a male genealogy of authority How do the major themes in the novel provoke thinking and provide insight into universal emotions and dilemmas? Examine the period of history in which the novel was written. Discuss cloning (Dolly), artificial insemination, and other relevant discoveries in science during that time. Discuss/analyze themes: Conformity, role of government, relationships, ethical issues surrounding cloning, procreation, struggle for independence, role of the media, dilemma of science vs. religion, happiness and truth, the evil residing within everyone, savagery, 35

4 man's destruction, destructive forces, innocence corrupted by knowledge, natural and unnatural birth, the morality of scientific discovery, alienation and loneliness. The fear of the unknown can be a powerful force, which can turn you to either insight or hysteria. Discuss how the themes are similar in certain novels. Suggestions for teaching: Pre-reading exercise: picture YOUR perfect world (Brave New World) Pre-reading discussion Write an essay depicting parallels between Grendel in Beowulf and the monster in Frankenstein. Describe the difference between a utopia and a dystopia. Explain why the novel is describing a dystopian society. Do a collage of a major motif or theme of the novel Use Think Pieces (modified journal entry) to concentrate on specific aspects of the novel Supply background information Journal reactions to chapters Use of post it notes for comments (b/c students cannot write in book) Have students bring in topics for discussion after reading independently Class notes from discussion/lecture Comparison/Contrast essay on Brave New World vs. Today s society Timed essay Paraphrase quotations and connect to life experience Use of worksheets and study guides to assist in learning, discussion, and assessment 36

5 Curriculum Addendum Honors 12 British/Modern Literature Unit: Satire Subunit: The Canterbury Prologue and Selected Tales Work Presented: The Canterbury Prologue and selected tales by Chaucer Standards Addressed: , , , , Core Concepts applied to The Canterbury Tales with suggested content: How does the selection fit the definition of a satire? Definition of satire and the 3 types of irony (situational, verbal, dramatic) Satire terms: formal, indirect, spoof, biting satire, Horation; use of ridicule and exaggeration Identify the purpose of a satire (hopes of improving society)-- A literary mode based on criticism of people and society through ridicule Identify fictional speaker (usually an observer/non-emotional) Identify the universal foibles/flaws of man Consider the manner in which Chaucer s writing reflects social and cultural issues that continue to be of interest in modern English studies Identify Chaucer s use of clothing as a method of characterization How is the time period, culture/society reflected in the satire? Identify the universal foibles/flaws of man as well as emotions and shared experiences Social classes (nobles, commoners, serfs) Explain Chaucer s role in the writing of the medieval satire Consider class, line of work, status and gender Discuss the role of Swift s A Modest Proposal in relation to the plague and the poor living conditions of the time Training of the Knight, The Crusades, The Plantagenet A literary mode based on criticism of people and society through ridicule, Feudalism, The Church, castle life, the guilds, the plagues (Bubonic, pneumonic, septicaemic), apothecary, the barber, War of the Roses, chivalry, courtly love, sorcerer, the peasant revolt, surnames, miracle and morality plays, the cathedrals and Abbeys, St. Thomas A Becket, pilgrimage, etc How do the literary types/devices used in the satire enhance the overall quality of the pieces? Types of tales: Fabliau, Romance, Mock Epic, Fairy Tale, Exemplum, etc Irony, description, humor, frame story, figures of speech, imagery, allegory, pun, oxymoron, metaphor, etc. How do the major themes in the satire provoke thinking and provide insight into universal emotions and dilemmas? Corruption of the church, the seven deadly sins (greed, pride, gluttony, envy, wrath, sloth, lust) Identify the author s purpose for example, after reading A Modest Proposal, identify Swift s intention Explore the complexity and ambiguity of the human condition 37

6 Suggestions for teaching: Research information on medieval marriage practices, social structure, trades, etc. Present the information as a group. Reading prompt on one of the prologue sketches Essay test on how the background is reflected in the prologue and selected tales Character speeches using a prop Objective test on information presented in class Character analysis essay Create a modern day tale using Chaucer s style, etc Create an original prologue character: write a prologue or create a poster Use of study guides to assist in learning, discussion, and assessment Brainstorm possible essays topics concerning major themes using the overhead Lecture on background material with student notes Compare/contrast Chaucer to modern day satire i.e. Saturday Night Live Other suggested literature: Sir Gawain and the Green Knight, A Modest Proposal, Gulliver s Travels 38

7 Curriculum Addendum Honors 12 British/Modern Literature Unit: Elements of literature Subunit: Epic Major work presented: Beowulf Standards Addressed: , , , , Core Concepts applied to Beowulf with suggested content: How does the selection fit the characteristics of the epic poem? Characteristics of an epic poem/old English poetry (long narrative poem describing the deeds of the hero): cosmic setting, elevated language, long, formal speech, supernal interventions of Gods and Demons, universal themes, objective point of view Characteristics of the epic hero: generally male, noble birth, superhuman strength/deeds, actions determine the fate of the people, reflects the ideals of a nation Purpose of an epic poem (to give a historic account of the time period and to give the warrior immortality) How is the culture/society of the epic reflected in the literature? Concept of the oral tradition (scop) Philosophy- Fatalism and Christianity Anglo-Saxon concepts of comitatus, wereguild, peace-weaver, meadhall, scop, flyting, witan, barrow (types of burials), wryd, bloodfeud The three classes of society (earls, freemen, churls), Tribes (Angles, Saxons, and Jutes) Battle of Hastings (1066), William the Conqueror, Alfred the Great, St. Augustine, Venerable Bede, Pope Gregory, Gregorian chants, Celts and Druids, The Anglo-Saxon Chronicles, 449 A.D. Anglo-Saxon invasions Concept of the hero, boasting and storytelling Roles of women and men Define archetypes and identify them in the literature How do the literary devices used in the epic enhance the overall quality of the piece? Kennings, alliteration, stock epithets, epic simile, litotes (understatement), caesura, hyperbole, personification, extended metaphor Read background essays on Beowulf (handouts), and discuss social meanings of questromance plot structure. How do the major themes in the epic provoke thinking and provide insight into universal emotions and dilemmas? Generation gaps (youth & age), loyalty, bravery, strength, good vs. evil, the hero s journey, fatalism, vengeance The political and ideological uses of myth and myths of history to create universal themes Suggestions for teaching: Writing Prompt as a preview to the unit concerning the hero (rewrite suggested) 39

8 Essay test on how the Anglo-Saxon s culture is reflected in the epic Essay test on the monomythic hero s journey Essay comparing Beowulf to a modern epic such as Star Wars Mini-research paper based on one aspect of the epic (2-3 sources) Write a timed critical essay using references from the text Collect literary criticisms and present ideas in groups based on a major theme Artistic project similation of Anglo-Saxon tribes; comic book based on a hero Research Norse mythology and how it applies to Beowulf Objective test on information presented in class Small group analysis of a particular literary element i.e. alliteration, kennings, etc. Mini-presentations evaluating and analyzing a particular literary theme Use of study guides to assist in learning, discussion, and assessment Brainstorm possible essays topics and facts concerning Beowulf using the overhead Campbell s videos and literature as a teacher supplement Write a response to Campbell s ideas in reference to Beowulf (enrichment) Other Suggested Literature: Giglamesh, The Seafarer 40

9 Curriculum Addendum Honors 12 British/Modern Literature Unit: Poetry Subunit: Renaissance/Romantic Poetry Work presented: Poetry Selections Standards Addressed: , , , , , Core Concepts applied to Poetry with suggested content: How is the Romantic period defined and what role do the authors play in the time period? Examine relationships among Blake, Wordsworth, and Coleridge to determine how the term "Romantic Period" was invented, and how these three poets relate to their predecessors. Study Blake s personal symbolism, which is illustrated by the selected poetry. Explore the relationships of Byron, Shelley, and Keats to one another and to their predecessors. Evaluate the achievements and influence of the Romantic poets looking at their impact on various Victorian and Modern poets. Identify the unique characteristics of Elizabethan poetry, particularly Skakespeare's sonnets? Do the students read with insight, developing higher- level interpretations? Use of textual support to support opinions/interpretations Recognize that language, structure, presentation, etc. add to the meaning of the text Use root words as well as context clues in glossaries: understand specialized vocabulary in the content areas during reading; use these words accurately in speaking and in writing. Refine analytical skills and the ability to put forward persuasive and well-documented arguments about the meaning and form of literature. How does figurative language and style/form used in poetry enhance the meaning and effect on the audience? Simile, metaphor, personification, euphemism, hyperbole, epigram, pun, onomatopeoia, mood, tone, dialect, epigram, meter, extended metaphor, irony, rhythm, rhyme, persona, alliteration, consonance, assonance, hyperbole, apostrophe, syntax, diction, internal rhyme, structure, rhetorical devices, cacophony, syntax, synecdoche, caesura, scansion, iambic pentameter, juxtaposition, metonymy, paradox How is the culture or time period reflected in the poem? What does the persona of the poem reflect about its content? Does the poem s content reflect the idea/values of the time period in which it was written? Relate the content of the poem with Renaissance society s values: courtly love, admiration of a knight, love of the countryside, etc. Consider how changes in the political and historical climate may be reflected in the thematic emphases found in the different poets work. 41

10 Consider the role of the Industrial Revolution and the French Revolution on the writing of the time. How do the literary devices and styles or forms poetry enhance the overall quality? Recognize and analyze the literary devices used in the poetry read Types of poetry: pastoral, sonnet (Petrarchian and Shakesperian), lyric, ballad, elegy, metaphysical. The Cavalier poets wrote in a lighter, more elegant and artificial style. Identify the classical pastoral as a mode of poetry that assumes an aristocratic audience with a certain kind of attitude regarding the land and peasants. Evaluate how writer s use linguistic and structural devices to achieve desired effects Survey explorations of love found in the sonnets of William Shakespeare and the poetry of Walter Raleigh and others, which implies a courtly audience. How do the major themes in the poetry provoke thinking and provide insight into universal emotions and dilemmas? Generation gaps (youth & age), love, relationships, chastity, death, fame, time and eternity, alienation, human rights Examine the relationship between passion and reason, flesh and spirit, body and soul, matter and spirit and how it is reflected in the work of these writers. Suggestions for teaching: Writing assignments arranged to encourage the development of critical analysis and research abilities Writing Prompt concerning a particular poem Essay test on how Renaissance themes play a role in the poetry For Wordsworth: to identify the romantic qualities in Wordsworth's poetry and critical writing with special emphasis upon his use of nature and the commonplace or humble as subjects and his attempts to use the language of the common man. Matching test on poetic terms Give examples of poetic devices for the students to identify Artistic project write a poem with illustrations Research Analyze a poem Keats: examine the ways in which the poet s theory of soul-making can be found in his narrative poems, sonnets, and odes. Use authoritative sorces. Objective test on information presented in class Present the same poem to groups of 3 or 4. Have students find figurative language while interpreting. Small group analysis of a particular poem or poetic device. Mini-presentations evaluating and analyzing a particular literary theme from a poem Use of worksheets to assist in learning, discussion, and assessment Model the reading of a poem Special Note: The list of English Curriculum activities and assessments allows for selection of activities and assessments by teachers to meet the needs of students. 42

11 Curriculum Addendum Honors 12 British/Modern Lit Unit: Writing Subunit: writing Work presented: Text Standards Addressed: , , Core Concepts applied to The Canterbury Tales with suggested content: How do the components of writing affect the quality of an essay? Consider cohesiveness, dynamics, effectiveness, etc. Consider how the audience affects diction, syntax, content, etc. Does the writing demonstrate the steps in the writing process? Planning, narrow topic, thesis statement, working bibliography, bibliography cards, outline, rough draft, final draft, works cited Does the student recognize writers biases when doing research? Does the writing have a clear focus? Clear, controlling thesis statement Write with an understanding of the stylistic aspects of the composition Topic sentences relate back to your thesis Does the paper prove the thesis? Is the content sufficient to support the thesis/topic? Correct internal citation where necessary Fully developed paragraphs Information presented is specific and relevant to the topic Details and specifics are included to support topic sentences and thesis Does the writing have effective organization? Writing sustains a logical order Use transitional phrases and concluding sentences Includes an effective introduction and conclusion Is the student s style effective and appropriate to the mode of writing? Eliminate wordiness, keep coherence throughout piece, use a variety of sentence structures Does the student s writing have a voice (this is ongoing) Are the conventions of writing used correctly? Spelling, grammar, agreement, sentence structure, punctuation, parallelism MLA format used if appropriate: Summary, paraphrase, quote Suggestions for teaching: Various essay tests integrated into each unit 43

12 Class notes on how to write a research paper Ask the student to tell you what the purpose of the paper is in one sentence (practice for thesis writing) Comparison/Contrast essay on Brave New World vs. Today s society Research project Use of Owl University Writing Lab and Noodle Tools (Internet) Timed essays on literature being studied Argumentation paper Character analysis essay Write an essay on an overhead to demonstrate how to tackle a timed essay Create an original prologue character: write a prologue or a tale Use of worksheets and packets to assist in learning, discussion, and assessment Compare/Contrast Chaucer to modern day satire i.e. Saturday Night Live 44

13 Curriculum Addendum Honors 12 British/Modern Lit Unit: Speaking and Listening Subunit: Speeches Work presented: text Standards Addressed: A-G Core Concepts applied to selected topics with suggested content: What are the skills needed and topics to consider in order to produce effective research skills, organizational skills, and presentation of speeches? Audience, topic, research, practice, time issues, body language, using notes, clear diction, etc. Students will apply effective speaking and listening skills as they present, observe, critique, and respond to criticism of speech presentations. Perform research and incorporate researched information into speech presentations Employ appropriate organizational structures into speech presentations. Students will apply effective verbal and nonverbal communication skills in presenting speeches to an audience. Identify the stages in preparing for a question-and-answer session and consider things a speaker should keep in mind when responding to questions during the session itself. Use learned strategies to deliver speeches such as persuasive, extemporaneous, expository, entertainment, etc. How does the speaker use visual aids to enhance the quality of the presentation? What is necessary for successful voice control during a speech? Explain the aspects of voice usage that are crucial to public speaking: Articulation - articulation means how your total vocal process works; Body language - make sure that you have a proper posture; Pronunciation - pronounce each word. Avoid slang, except to make a point, and do not slur your words; Quality - quality of voice is gauged by the overall impact that your voice has on your listeners; Variance - variance of vocal elements Discuss strategies for controlling fear Explain why good delivery is important to successful speaking How are oral interpretation/speaking techniques used in classroom and real life settings? Students will identify and apply effective intrapersonal communication skills in classroom exercises Students will recognize, practice, and apply the clear communication model to real-life situations involving interpersonal interaction among peers Students will identify and apply effective group communication skills in the classroom setting Students will apply the various leadership techniques in a group setting Students will select, edit, and analyze pieces of literature appropriate for a speech 45

14 Students will examine and apply feedback about presentations to enhance his/her public speaking skills Suggestions for teaching: Class notes on how to write and give a speech Importance of practice Discuss methods to overcome fear Research speech material Speech presenting research paper Create an original prologue character: write a prologue or a tale and read to class Use of worksheets and packets to assist in learning, discussion, and assessment Points for class participation Continuous class discussion promoting speech Speeches should be integrated into units 46