GCPS World Literature Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested resources from board-adopted materials. Anchor texts and essential vocabulary terms are those that all tenth graders should read and be familiar with as part of the sophomore language arts curriculum. This calendar is a recommended instructional sequence, but it should be based on local school and classroom data. Pacing is based on approximately 50 minutes of daily instruction, and consideration is given to system-wide student holidays, early release days, and testing days. Revised May 2010. Listening, Speaking, Viewing Comprehension (Ongoing AKS: 4-12) First Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. Ancient Worlds Archetypal Foundation: Epic of Gilgamesh Archetypal plot, symbol, and structure: Bible Koran Archetypal heroes: Tragic and epic hero African Literature: Proverbs Sundiata 4: identify evidence (e.g., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and use this evidence as the basis for interpretation 5a: locate and analyze such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods 5b: identify and analyze patterns of imagery and symbolism 5c: relate identified elements in fiction to theme or underlying meaning 5d: analyze the influence of mythic, traditional, or classical literature on contemporary literature 5e: analyze and compare style and language across significant crosscultural literary works 5f: compare and contrast various translations of a work and evaluate the effect of translation on meaning 6c: analyze, evaluate, and apply knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works 7a: identify, respond to, and analyze the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning 7a3: figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism 7b: analyze and evaluate the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning 9a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 9b: evaluate the way an author's choice of words advances the theme or purpose of the work 11a: demonstrate awareness of an author's use of stylistic devices for specific effects 11b: draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life 11c: include formal works cited or bibliography when applicable 12a: identify and correctly use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 12b: use Greek and Latin roots, prefixes, and suffixes to analyze PH Units 1 and 9 (modern connections) Anchor text Epic of Gilgamesh Suggested Modern Connections to be integrated as time/interest allows: Modern Arabic stories/poetry by Naghib, Mahfouz, Ali, Ghata, and Hikmet Modern African short stories by Achebe and Gordimer; modern African poetry by Soyinka and Senghor tone theme epic hero archetype 1
Reading Across the Curriculum (Ongoing AKS: 13-17) Writing (Ongoing AKS: 18-34) Personal writing family stories, memoir Gateway practice essay comparison/ contrast Conventions words and determine meaning 12c: use knowledge of world mythologies, the Bible, and other works often alluded to in literature to understand the meanings of new words 12d: identify and understand foreign terms that appear in works originally written in a language other than English 12e: use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning 12f: construct and solve word analogies based on connotation and denotation 15e: analyze the author's purpose in writing 15g: evaluate information from common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 16a: demonstrate an understanding of contextual vocabulary in all subjects 17a: make connections between life experiences and subject-area content 17b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 17c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 29: produce narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques 29a: create stories based on themes of world literature 30: produce expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently 30a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from primary and secondary sources 30b: attain closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 35a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 35b: use clauses (main and subordinate) correctly 35c: use correct sentence construction (subordination, proper placement of modifiers, parallel structure) and proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens]) 36a: produce writing that conforms to appropriate manuscript requirements 36b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 36c: reflect appropriate format requirements including pagination, spacing, italics or underlining, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer's own words, etc.) clauses sentence types (simple, compound, complex, compound-complex) 2
Second Nine Weeks Strand Targeted AKS Resources/ Anchor Texts/Vocabulary Listening, Speaking, Viewing AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. Comprehension (Ongoing AKS: 4-12) PH Units 2, 3, 4, and 9 (modern connections) Indian Literature Chinese/Japanese Literature Analects Chinese poetry Haiki/Tanka Greek/Roman Literature Iliad Books 1, 6, 22, 24 Aeneid Oedipus the King* 5a: locate and analyze such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods 5b: identify and analyze patterns of imagery and symbolism 5c: relate identified elements in fiction to theme or underlying meaning 7a2: form: haiku, lyric, epic, narrative poem, and fixed form (e.g., ballad, sonnet) 7b: analyze and evaluate the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning 8a: identify and analyze types of dramatic literature (e.g., classical tragedy, history play, modern drama, and culturally specific forms such as commedia dell'arte) 8b: analyze the characters, structures and themes of dramatic literature 8c: identify and analyze dramatic elements (e.g., unity of time, place, and action, tragic hero,deus ex machina, recognition, reversal, chorus, aside, dramatic irony) 8d: identify and analyze how dramatic elements support and enhance interpretation of dramatic literature 9b: evaluate the way an author's choice of words advances the theme or purpose of the work 9c: apply knowledge of the concept that a text can contain more than one theme 9d: analyze and compare universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots) 9e: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society (archetypal heroes, archetypal patterns, archetypal symbols, and universal connections) 10b: relate a literary work to the seminal ideas of the time in which it is set or the time of its composition (Greek, Roman, Classical Multicultural, Western European, Contemporary Multicultural) 11a: demonstrate awareness of an author's use of stylistic devices for specific effects 11b: draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life 11c: include formal works cited or bibliography when applicable 12a: identify and correctly use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 12b: use Greek and Latin roots, prefixes, and suffixes to analyze words and determine meaning 12c: use knowledge of world mythologies, the Bible, and other works often alluded to in literature to understand the meanings of new words Anchor text Oedipus the King Modern connections (may be integrated as time/interest allows): Modern Indian stories by Rau, Narayan, and Kawabata tone theme poetry terms tragic hero foreshadowing 3
Reading Across the Curriculum (Ongoing AKS: 13-17) Writing (Ongoing AKS: 18-34) persuasion rhetorical devices Gateway practice essay comparison/contrast 12d: identify and understand foreign terms that appear in works originally written in a language other than English 12e: use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning 12f: construct and solve word analogies based on connotation and denotation 15a: identify messages and themes from books in all content areas 15b: respond to a variety of texts in multiple modes of discourse 15c: relate messages and themes from one content area to those in another area 15d: evaluate the effectiveness of texts in every subject discipline 15e: analyze the author's purpose in writing 15f: recognize the features of disciplinary tests 15g: evaluate information from common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 16a: demonstrate an understanding of contextual vocabulary in all subjects 16b: use content vocabulary in writing and speaking 16c: analyze new words found in content-area texts 17a: make connections between life experiences and subject-area content 17b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 17c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 30a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from primary and secondary sources 30b: attain closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 31a: construct persuasive written arguments related to themes of world literature 31b: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 31c: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 31d: clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 31e: exclude information and arguments that are irrelevant 31f: organize points of argument effectively to achieve desired outcome 31g: address readers' concerns, counterclaims, biases, and expectations 31h: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 4
Conventions (Ongoing AKS: 35, 36) 35a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 35b: use phrases (gerund, infinitive, participial, appositives, and parenthetical notations) correctly 35c: use correct sentence construction (subordination, proper placement of modifiers, parallel structure) and proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens]) 36a: produce writing that conforms to appropriate manuscript requirements 36b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 36c: reflect appropriate format requirements including pagination, spacing, italics or underlining, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer's own words, etc.) conjunctions 5
Third Nine Weeks Strand Targeted AKS Resources/ Anchor Texts/ Vocabulary Listening, Speaking, Viewing AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. Comprehension (Ongoing AKS: 4-12) PH Units 5 and 6 Middle Ages Arthur legends Dante: Bridge to the Renaissance Sonnets and Renaissance forms Petrarch Ronsard Renaissance Shakespeare Midsummer/Caesar Age of Reason Candide La Fontaine 5a: locate and analyze such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods 5b: identify and analyze patterns of imagery and symbolism 5c: relate identified elements in fiction to theme or underlying meaning 6a: analyze and explain the structures and elements of nonfiction works of world literature such as philosophical essays and letters, newspaper articles and editorials, magazine articles, journal articles, and/or other informational texts 7a1: sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance 7a2: form: haiku, lyric, epic, narrative poem, and fixed form (e.g., ballad, sonnet) 7a3: figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism 7b: analyze and evaluate the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning 7c: identify and respond to poetic forms specific to particular cultures 8a: identify and analyze types of dramatic literature (e.g., classical tragedy, history play, modern drama, and culturally specific forms such as commedia dell'arte) 9a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 9b: evaluate the way an author's choice of words advances the theme or purpose of the work 9c: apply knowledge of the concept that a text can contain more than one theme 9d: analyze and compare universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots) 9e: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society (archetypal heroes, archetypal patterns, archetypal symbols, and universal connections) 10a: relate a literary work to primary source documents of its literary period or historical setting 10b: relate a literary work to the seminal ideas of the time in which it is set or the time of its composition (Greek, Roman, Classical Multicultural, Western European, Contemporary Multicultural) 10c: compare and contrast specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Easter European) 10d: analyze a variety of cross-cultural works representing different genres within the same specific time period in order to Anchor texts Sonnets Shakespeare (A Midsummer Night s Dream; Julius Caesar) Modern connections (may be integrated as time/interest allows): Modern sonnets Modern satire (political cartoons, editorials, etc.) soliloquy aside meter rhyme scheme 6
Reading Across the Curriculum (Ongoing AKS: 13-17) Writing (Ongoing AKS: 18-34) research Gateway practice essay literary analysis identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications 11a: demonstrate awareness of an author's use of stylistic devices for specific effects 11b: draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life 11c: include formal works cited or bibliography when applicable 12a: identify and correctly use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 12b: use Greek and Latin roots, prefixes, and suffixes to analyze words and determine meaning 12c: use knowledge of world mythologies, the Bible, and other works often alluded to in literature to understand the meanings of new words 12d: identify and understand foreign terms that appear in works originally written in a language other than English 12e: use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning 12f: construct and solve word analogies based on connotation and denotation 15a: identify messages and themes from books in all content areas 15b: respond to a variety of texts in multiple modes of discourse 15c: relate messages and themes from one content area to those in another area 15d: evaluate the effectiveness of texts in every subject discipline 15e: analyze the author's purpose in writing 15f: recognize the features of disciplinary texts 15g: evaluate information from common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 16a: demonstrate an understanding of contextual vocabulary in all subjects 16b: use content vocabulary in writing and speaking 16c: analyze new words found in content-area texts 17a: make connections between life experiences and subjectarea content 17b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 17c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 29: produce narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques 29a: create stories based on themes of world literature 30a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from primary and secondary sources 30b: attain closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 33a: formulate clear research questions and utilize appropriate research venues (e.g., library, electronic media [Internet and databases], personal interview, survey) to locate and incorporate evidence from primary and secondary sources PH Chapter 31 7
Conventions (Ongoing AKS: 35, 36) 33b: use supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document 33c: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, online databases, news sources, in-depth field studies, speeches, journals, technical documents) 33d: integrate quotations and citations into a written text while maintaining the flow of ideas 33e: synthesize and summarize information to avoid plagiarism 33f: document sources of quotations, ideas, and facts 33g: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago manual of Style, Turabian, American Psychological Association, etc. 33h: design and publish documents, using aids such as advanced publishing software and graphic programs 35a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 35b: use clauses (main and subordinate) and phrases (gerund, infinitive, participial, appositives, and parenthetical notations) correctly 35c: use correct sentence construction (subordination, proper placement of modifiers, parallel structure) and proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens]) 36a: produce writing that conforms to appropriate manuscript requirements 36b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 36c: reflect appropriate format requirements including pagination, spacing, italics or underlining, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer's own words, etc.) 36d: include formal works cited or bibliography when applicable verbal phrases (gerund, participle, infinitive) appositive 8
Fourth Nine Weeks Strand Targeted AKS Resources/ Anchor Texts/ Vocabulary Listening, Speaking, Viewing AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. Comprehension: (Ongoing AKS: 4-12) PH Units 7 and 8 Romanticism Realism Poetry Faust A Doll s House Short stories Modernism: Kafka Modern poetry (connect to Asian forms) Reading Across the Curriculum (Ongoing AKS: 13-17) 5a: locate and analyze such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods 5b: identify and analyze patterns of imagery and symbolism 5c: relate identified elements in fiction to theme or underlying meaning 5d: analyze the influence of mythic, traditional, or classical literature on contemporary literature 7a2: form: haiku, lyric, epic, narrative poem, and fixed form (e.g., ballad, sonnet) 7b: analyze and evaluate the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning 10a: relate a literary work to primary source documents of its literary period or historical setting 10b: relate a literary work to the seminal ideas of the time in which it is set or the time of its composition (Greek, Roman, Classical Multicultural, Western European, Contemporary Multicultural) 10c: compare and contrast specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Easter European) 10d: analyze a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications 11a: demonstrate awareness of an author's use of stylistic devices for specific effects 11b: draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life 11c: include formal works cited or bibliography when applicable 12a: identify and correctly use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 12b: use Greek and Latin roots, prefixes, and suffixes to analyze words and determine meaning 12c: use knowledge of world mythologies, the Bible, and other works often alluded to in literature to understand the meanings of new words 12d: identify and understand foreign terms that appear in works originally written in a language other than English 12e: use general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning 12f: construct and solve word analogies based on connotation and denotation 15a: identify messages and themes from books in all content areas 15b: respond to a variety of texts in multiple modes of discourse 15c: relate messages and themes from one content area to those in another area soliloquy aside meter rhyme scheme poetry terms 9
Writing (Ongoing AKS: 18-34) Topic: literary analysis Conventions (Ongoing AKS: 35, 36) 15d: evaluate the effectiveness of texts in every subject discipline 15e: analyze the author's purpose in writing 15f: recognize the features of disciplinary texts 15g: evaluate information from common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 16a: demonstrate an understanding of contextual vocabulary in all subjects 16b : use content vocabulary in writing and speaking 16c: analyze new words found in content-area texts 17a: make connections between life experiences and subjectarea content 17b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 17c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 29: produce narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques 29a: create stories based on themes of world literature 35a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 35b: use clauses (main and subordinate) and phrases (gerund, infinitive, participial, appositives, and parenthetical notations) correctly 35c: use correct sentence construction (subordination, proper placement of modifiers, parallel structure) and proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens]) 36a: produce writing that conforms to appropriate manuscript requirements 36b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 36c: reflect appropriate format requirements including pagination, spacing, italics or underlining, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer's own words, etc.) verbal phrases (gerund, participle, infinitive) appositive 10