UNIT PLAN Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit Big Idea/Theme: The Seventeenth Century focuses on carpe diem. Culminating Assessment: Research satire and create an original satire addressing an element of society. Create poetry modeled after John Donne and/or George Herbert Unit Understanding(s) Students will understand that Freedom, love, and honor ( carpe diem ) were important to Seventeenth Century writers. The Seventeenth Century gave rise to Metaphysical and Cavalier poets. The influence of historical events from the Seventeenth Century gave rise to satire. Unit Essential Question(s): Why were freedom, love, and honor important to Seventeenth Century writers? How are the characteristics of Metaphysical and Cavalier poetry evident in Seventeenth Century poetry? What historical events from the Seventeenth Century gave rise to satire? Students will know / Students will be able to Compare/contrast ideas within and across literary texts to make inferences. Evaluate the impact of point of view on literary texts. Evaluate devices of figurative language. Evaluate the relationship among character, plot, and theme in a given literary text. Analyze the effect of the author s craft on the meaning of literary texts. Create responses to literary texts through a variety of method such as written works, oral presentations, media productions, and the visual and performing arts. Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. Use complete sentences in a variety of types in written works. Create multi-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. Use the conventions of written Standard American English. Use proofreading skills to edit for the correct use of written Standard American English. 1
Use revision strategies to improve the organization and development of content and the quality of voice in written works. Create narratives such as personal essays, memoirs, and narrative poems that use descriptive language to enhance voice and tone. Create descriptions for use in other modes of written works such as narratives and expository or persuasive pieces. Create persuasive writings such as editorials, essays, speeches, or reports that address a specific audience and use logical arguments supported by facts or expert opinions. Use vocabulary that is appropriate for the particular audience or purpose. Create written works and oral and visual presentations that are designed for a specific audience and purpose. Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations. Use a variety of print and electronic reference material. Design and carry out research projects by selecting a topic, constructing inquiry questions, assessing resources, and organizing information. South Carolina Academic Standards: E4-1.1 Compare/contrast ideas within and across literary tests to make inferences. E4-1.2 Evaluate the impact of point of view on literary texts. E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E4-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text. E4-1.5 Analyze the effect of the author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E4-1.6 Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E4-1.7 Evaluate an author s use of genre to convey theme. E4-1.8 Read independently for extended periods of time for pleasure. E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E4-3.3 Explain how British history and culture have influenced the use and development of the English language. E4-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E4-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E4-4.3 Create multiple-paragraph compositions that have an introduction and conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E4-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including 2
Subject-verb agreement Pronoun-antecedent agreement Agreement of nouns and their modifiers, Verb formation, Pronoun case, Formation of comparative or superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E4-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E4-4.6 Edit for the correct mechanics and usage of written Standard American English including Internal and end of sentence punctuation, Commas to indicate appositives, Word placement to avoid ambiguity, Appropriate coordination and subordination, Relationship between and among clauses, Placement of modifiers, and Shifts in construction. (See Instructional Appendix: Composite Writing Matrix.) E4-5.2 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone. E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions. E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. E4-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E4-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E4-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E4-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E4-6.7 Use a variety of print and electronic reference materials. E4-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. 3
Interim Assessment (formative) Classwork/Homework Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Charts Admit/Exit Slips Key Criteria (to meet the standard/rubric) State writing rubric Satirical Essay (see attached rubric) Vocabulary: Allusion Concrete Poem Carpe Diem Cavalier Poetry Metaphysical Poetry Satire Predestination Paradox Syntax Metonymy Diction Rhyme Scheme Meter Rhythm Symbolism 4
6+1 Trait Writing Model: Satire Essay CATEGORY 4 3 2 1 Introduction (Organization) Focus on Topic (Content) The introduction is inviting, states the main topic and previews the structure of the paper. There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Main idea is clear but the supporting information is general. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Main idea is somewhat clear but there is a need for more supporting information. There is no clear introduction of the main topic or structure of the paper. The main idea is not clear. There is a seemingly random collection of information. Adding Personality (Voice) Grammar & Spelling (Conventions) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his/her own." Writer makes no errors in grammar or spelling that distracts the reader from the content. The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Word Choice Conclusion (Organization) Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. The conclusion is recognizable and ties up almost all the loose ends. Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. The conclusion is recognizable, but does not tie up several loose ends. Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning. There is no clear conclusion, the paper just ends. 5
Model Poetry Writing CATEGORY 4 3 2 1 Title Title is interesting, engaging, and relevant. Title is relevant and somewhat interesting. Title is relevant to the topic. Title is not relevant. Meter Dominant, consistent and precise meter; effective rhyme scheme. Dominant meter and evident rhyme scheme. Meter or rhyme scheme fluctuates. No dominant meter or rhyme scheme. Voice Recognizable, aristocratic or arrogant persona. Somewhat recognizable persona. Attempted but inconsistent persona. No recognizable persona. Theme Love is explored or commented on reflecting carpe diem. Love is explored or commented on somewhat reflecting carpe diem. Love is explored or commented upon. There is no thematic take on love. Devices Precise and commanding use of poetic device, figurative language, imagery, classical influence. Uses poetic devices, figurative language, and classical influence. Uses little poetic device or figurative language. Insufficient/ inappropriate use of literary devices. Tone Evidently cynical, provocative, licentious tone. Somewhat cynical or provocative in tone. Makes attempt at cynical or provocative tone. There is no dominant tone. Wit Demonstrates effective wit both in language and content that resolves an idea. Uses wit effectively to resolve an idea or enhance tone. Makes attempt at using wit to resolve an idea. Does not demonstrate wit or resolution of ideas. Structure Poem is of adequate length and divided into stanzas that effectively transition through an idea. Poem is of adequate length and is divided into stanzas that resolve an idea. Poem is of adequate length and is divided into stanzas. Poem is not of adequate length. 6