Unit 1, September-October October What are the qualities of a true hero? How does the battle between good and evil transpose itself into modern day life? See September Anglo Saxon society and culture Structure of the Epic Poem Qualities of an Epic hero Theme of good vs. evil Techniques for independent reading of similar text Demonstrate oral performance of text Identify context clues for unfamiliar words Generate active reading strategies as will be used on the HSPA Evaluate on character actions/statements to assess their motives and strengths List the qualities of an Epic hero Analyze the battle between good and evil within Beowulf Explain connections between multiple texts for comparison/contrast of themes, characters, etc. Evaluate independent reading of text that parallels primary Examine a text read independently RL11.12.1, RL11.12.2, RL11.12.3, RL11.12.4, RL11.12.7, W11.12.1, W11.12.2, W11.12.4, W11.12.5, W11.12.6, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Beowulf Grendel 1, 100 Words (vocabulary text) Daily Discussion Testing focused on text(s) 1
Unit 2, November How was the Medieval Society flawed? What is the hierarchy of modern society? Medieval society and culture Structure of frame story, allegory, ribald, fabliau, legend, and morality play Tactics to uncover viable research via the internet Techniques for independent reading December See November Oral and Independent readings of texts Use context clues for new vocabulary Utilize active reading strategies as will be used on the HSPA Use the texts to evaluate their message regarding the nature of Medieval life Evaluate the role of religion in Medieval society and it s literature Evaluate the battle between good and evil as internalized during the Medieval period Uncover and articulate examples of satire as used by Chaucer Recognize the elements of a frame story, allegory, ribald, fabliau, legend, and morality play Utilize library resources to research the Knights of the round table and apply knowledge to the legends Compare personal knowledge of legends to written legends Draw connections between multiple texts for comparison/contrast of themes, characters, etc. RL11.12.1, RL11.12.2, RL11.12.4, RL11.12.6, RL11.12.7, W11.12.1, W11.12.2, W11.12.4, W11.12.5, W11.12.6, W11.12.7, W11.12.8, W11.12.9, W.11.12.10, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Canterbury Tales Arthur Legends Everyman The Hobbit 1, 100 Words (vocabulary text) Daily Discussion Testing and/or project focused on text(s) 2
Unit 3, January Who was Shakespeare and why is he still important today? Unit 4, February What are effective test taking skills? How has language changed since Shakespeare s time? What methods can be used to decode Shakespeare s messages? What does the HSPA test for in reading and writing? Renaissance society and culture Shakespeare s life Structure of a Shakespearean sonnet Syntax and language modifications from Shakespeare to today Tactics to uncover viable research via the internet Elements of effective public speaking Approach to multiple types of test questions on HSPA Structure of a five paragraph essay and short story Elements of outlining and prewriting Oral performance of text Individual readings of texts Utilize active reading strategies as will be used on the HSPA Collection of information regarding Shakespeare s life and times Decoding of Shakespearean sonnet Creation of original sonnet following Shakespearean guidelines Use context clues for unfamiliar vocabulary Discussion of various interpretations of texts RL11.12.1, RL11.12.4, RL11.12.7, W11.12.1, W11.12.2, W11.12.3, W11.12.4, W11.12.5, W11.12.6, W11.12.7, W11.12.8, W11.12.9, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Shakespearean Sonnets Internet and library resources 1, 100 Words (vocabulary text) Class discussions Student generated sonnet Test regarding material Evaluate meaning and intended audience using context clues provided by authors Evaluate theme and mood of written works Recognize the benefits of outlining and prewriting Create an outline and five paragraph essay that meets the standards of the persuasive essay Formulate a story using a picture prompt Create and outline and story that meet HSPA picture prompt standards RL11.12.1, RL11.12.2, RL11.12.4, W11.12.1, W11.12.2, W11.12.3, W11.12.4, W11.12.5, W11.12.6, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 HSPA example materials Class Discussion Student generated persuasive essay(s) Student generated picture prompt(s) Student response to text based questioning 3
Unit 5, March Unit 6, April How does Shakespeare highlight the aspects of dilemma and tragic choice through the character of Macbeth? What does it take to make a good person turn evil? Elements within each section of a five act play Staging with specific focus on the Globe theater The concepts of slippery slope (of morality), psychomachia, The Great Chain of Being, liminality, and duty to the text Elements of effective public speaking Areas for modification during performance/creation of film adaptation Use of knowledge to create presentation Use context clues for unfamiliar vocabulary Oral performance of text Individual readings of texts Discussion of various interpretations of text, with concentration on specific lines Recognize the consequences of ambition for the tragic hero Judge responsibility as it relates to Macbeth, Lady Macbeth and the Witches Judge the effectiveness of manipulation through the characters of Macbeth, Lady Macbeth and the Witches Apply the concepts of slippery slope (of morality), psychomachia, The Great Chain of Being, liminality, and duty to the text Predict the consequences for Macbeth s tragic decision Derive implications of alternative staging of the play as connected to theme Critique directorial choices in cast, blocking, camera angle, costume and music as applicable Discuss impact of directorial choices RL11.12.1, RL11.12.2, RL11.12.4, RL11.12.5, RL11.12.6, RL11.12.7, W11.12.1, W11.12.2, W11.12.4, W11.12.5, W11.12.6, W11.12.7, W11.12.8, W11.12.9, W11.12.10, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Macbeth Multiple film adaptations Student reactions to text Test(s) regarding the text Presentation focused on interpretation of text How does society create pariahs? What are the dangers of knowledge? Can we go too far? Elements of Romantic period of literature Elements and implications of an epistolary novel Role and dangers of technology in society Qualities of a good parent Themes of responsibility, secrecy, alienation Independent reading Recognize connections between Prometheus myth and Frankenstein Judge responsibility of society and Dr. Frankenstein in the development of the monster Evaluate the dangers of secrecy as applied to the actions of Dr. Frankenstein Apply issues discussed in text to present day technological advances Class Discussion of thematic elements Critique directorial choices in cast, blocking, camera angle, costume and music as applicable Discuss impact of directorial choices RL11.12.1, RL11.12.2, RL11.12.4, RL11.12.7, W11.12.1, W11.12.2, W11.12.4, W11.12.5, W11.12.6, W11.12.7, W11.12.8, W11.12.9, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Prometheus Frankenstein Test(s) regarding the text 4
Unit 7, May Unit 8, June How does poetry connect to your perspective regarding the world? How do these texts connect to the concepts presented by the longer pieces studied? How do all of the works studied this year connect to the theme of good vs. evil? Aspects of various forms of British poetry and short story Techniques of character development, theme, plot, figurative language, voice, etc. as they apply to short story and poetry Connections between texts studied Themes as applied to all texts studied Unique elements of texts Studying Techniques Analyze multiple texts for meaning and technique Formulate reactions to texts based on personal experience and studies Draw connections to prior studies and personal experiences from texts RL11.12.12, RL11.12.10, W11.12.1, W11.12.2, W11.12.3, W11.12.4, W11.12.5, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, SL11.12..5, SL11.12.6, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Various British Poetry and Short Stories Daily Discussion Student reactions to texts Organize notes for reflection Recall details from throughout the year Prepare for examinations Organize and relay interpretation of texts studied effectively RL11.12.12, RL11.12.10, W11.12.1, W11.12.4, W11.12.5, SL11.12.1, SL11.12.2, SL 1.12.3, SL11.12.4, L11.12.1, L11.12.2, L11.12.3, L11.12.4, L11.12.5, L11.12.6 Student notes from year Teacher generated review Final Exam 5