CURRICULUM
FOR
HONORS
ENGLISH III
GRADE 11
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Bobbie Wright
Subject/Course Title:
Date of Board Adoptions:
Honors English III
Grade 11
September 18, 2012
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Summer Reading
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: Students will read independently in order to enhance their comprehension, appreciation, and understanding of literature and language.
Approximate Length of Unit: 1 week. Students will read their selected works over the summer. Summer reading discussion and assessment will occur
during the first full week of school.
Primary interdisciplinary connections: History, Sociology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
W.11-12.2. 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.
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Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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Observe hyphenation conventions.
Spell correctly.
21st Century Life and Career Skills:
9.1.12.D.1 -
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
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reading at different levels (literal, inferential, thematic) is a necessary skill in the 21st century.
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reading self-selected works can be pleasurable as well as informative.
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reading regularly can help develop a person's vocabulary and knowledge.
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regular independent reading can increase your knowledge and understanding of many other disciplines.
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the ability to read and comprehend a variety of difficult texts is a necessary skill for successful study of other academic subjects.
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literature from and about different cultures can help people gain insight into cultural perspectives other than their own.
Unit Essential Questions:
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How does a reader begin to discern an author's intended message and purpose for writing?
What kinds of questions are posed by great works of literature?
What can be gained from reading works from a variety of cultures?
How is theme developed throughout the text?
Why do people write? (to inform/explain, to persuade, to entertain)
What motivates people to read?
What do good readers do when they read?
How do good readers approach unfamiliar words?
Knowledge and Skills:
Students will know…..
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the ability to read at different levels is a life-long skill.
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reading self-selected works can be pleasurable as well as informative.
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regular reading develops a person's knowledge and vocabulary.
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reading in the 21st century involves a variety of genres and types of text.
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that reading a variety of texts from different cultures can enhance the reader's understanding of different cultural perspectives.
Students will be able to …
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discuss the questions presented in a chosen work.
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examine the main ideas presented in their chosen work.
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explain the author's purpose in writing a particular work.
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argue the extent to which the work successfully presented its message.
EVIDENCE OF LEARNING
Assessment:
Upon return to school, students will be asked to choose and respond to one of the following:
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Summer Reading Essay Option #1: Without a conflict, there is no story. What conflicts are presented in the books you read, and what questions
are posed as a result of exploring those conflicts? In your essay, identify the conflicts presented by the books you read this summer, and explain
various characters' reactions to the main conflicts. Be sure to include evidence from the text to support your explanation of the conflict and the
questions it provokes. Do not summarize the book or retell the story.
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Summer Reading Essay Option #2: A theme is the central idea or insight of a work of literature, an idea that is repeated throughout the work.
Identify one or more of the themes presented in the books you read this summer, and explain the development of this theme (or these themes)
over the course of the works. Do not summarize the book or retell the story. Your task is to explain the development of theme.
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Summer Reading Essay Option #3: A dynamic character is one who changes in some important way as a result of the story's action. Identify a
dynamic character in each of the books you read this summer, and explain how that character changes as a result of the story's action. Use
evidence from the text to explain this character's development. Do not summarize the book or retell the story. Your task is to identify and
examine a dynamic character from each book.
Learning Activities:
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Students will read independently over the summer. They will express understanding of their chosen work during a timed, in-class essay.
RESOURCES
Teacher Resources:
Summer Reading Choices:
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The Book Thief by Markus Zusak
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The Looking Glass Wars by Frank Beddor
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A Thousand Splendid Suns by Khaled Hosseini
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Year of Wonders: A Novel of the Plague by Geraldine Brooks
Equipment Needed:
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camera or overhead projector.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Origins of Heroism / Heroes, Monsters, & War
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: This unit will introduce students to British literature, Old English, the Anglo-Saxons, and the archetype of the hero. Students will
understand the relationship between a work and the culture from which it comes; specifically they will understand the Anglo-Saxon idea of heroism and
the illustration of that idea in Beowulf. They will then explore ideas of heroism expressed in different cultures and time periods. They will identify
religious allusions in Beowulf, explain the elements of an epic work and an epic hero, analyze societies' creation of monsters, heroes, and varying concepts
of war, evaluate whether Beowulf is an Epic Hero, and examine the dichotomy of good vs. evil.
Approximate Length of Unit: 4-5 Weeks
Primary interdisciplinary connections: Social Studies, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.4. 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.11-12.5. 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.
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RI.11-12.1. 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.11-12.2. 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.
RI.11-12.4. 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 (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5. 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.
RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses).
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.2. 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.
•
•
•
•
•
•
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
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Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
SL.11-12.4. 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 of formal and informal tasks.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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Spell correctly.
L.11-12.3. 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.
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Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading.
21st Century Life and Career Skills:
9.1.12.C.29.1.12.D.1-
Analyze the common traits of effective state, national, or international leaders.
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
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storytelling is a product of the culture from which it comes.
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Beowulf was a Geat, not a Viking, but the time periods and practices are similar.
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the "Anglo-Saxon bard's ability to recite poetic stories was considered as important a skill as fighting" (p. 14). A hero's desire for fame and
immortality could be realized through poetry and storytelling.
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the area now known as Britain was invaded and settled many times which influenced the people's religious beliefs, storytelling, and culture.
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Beowulf, written in Old English, is the oldest surviving poem in the English language.
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Beowulf is "oral art...handed down, with changes and embellishments," (p. 18) from one storyteller to another; the original author is unknown.
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both Christian and pagan references are found in Beowulf, possibly because of the shifting religious beliefs of the time period, possibly because
of shifting storytellers.
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notions of heroism vary as cultures and time periods vary; such notions are reflective of the culture and time period from which they come.
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there are many modern English translations of Beowulf; we are reading one of them.
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language changes over time.
Unit Essential Questions:
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What is the relationship between storytelling and the culture from which a story comes?
Britain was repeatedly invaded over hundreds of years. What might this have meant for its population? How did this affect Anglo-Saxon life?
What is a hero? How does one's answer to that question reflect his or her values?
What are the defining characteristics of a monster? Are they primarily visual/physical, or do they derive from actions or what one does?
Are film and literary monsters a construct of society's fears, of the unknown, of what is beyond human control?
How does literature create dichotomies such as that between "good" and "evil"?
What is meant by dichotomy? (order/chaos, harmony/discord) What is meant by "the other"? Why does man wage war with "the other"?
What do Biblical allusions add to a literary work?
Knowledge and Skills:
Students will know…..
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the plot, characters, and themes of Beowulf.
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how allusions, such as those made to the Bible, create meaning in Beowulf.
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that heroism and monstrosity are social constructs reflective of the psychology of individuals and societies.
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that the structure of the beginning of the poem sets up the dichotomy of good vs. evil.
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the defining features of an epic and of an epic hero.
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that diction affects meaning such as the use of the word "spawned" in line 19 of Beowulf.
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that structural devices such as repetition affect meaning, for example, "and again and again defeated" in line 29.
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teacher selected vocabulary relevant to the understanding of the work.
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Chaucer's Middle English is translated into Modern English in the text. (translated by Nevill Coghill)
Students will be able to …
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define epic and epic hero.
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demonstrate understanding of literary allusions and alliteration.
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apply knowledge of Anglo-Saxon culture to their reading and interpretation of Beowulf.
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analyze notions of heroism and monstrosity.
develop an epic hero who is strong, ethical, glorified, and on a quest.
Evaluate Beowulf's status as a hero.
EVIDENCE OF LEARNING
Assessment:
Performance Task:
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Essay Choice #1(Expository)- German philosopher Friedrich Nietzsche (1844-1900) once said, "Battle not with monsters, lest ye become a
monster, and if you gaze into the abyss, the abyss gazes also into you." Using an example from literature, history, science, film, or your own
experience or observation, write an essay analyzing Nietzsche's observation. You must cite textual evidence from Beowulf to support your
analysis.
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Essay Choice #2 (Persuasive)- What are 3 essential components of heroism, and does Beowulf possess all three? Cite evidence from the text to
support your position. / In the last episode of the epic, the leader's followers mourn his passing and praise his life. What qualities do we look for
in leaders today-are they the same qualities Beowulf's people loved him for?
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Group Performance (Required)- Groups will be assigned sections of Anglo-Saxon history on pages 2-16 of the textbook. There are 8 sections.
Each group will create a product to share their information with the class. Options include, but are not limited to, the following: skits, newspaper
articles, TV news broadcasts, timelines, PowerPoint presentations, or an informal reporting out.
Other Evidence:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Quizzes- Quizzes will be used during the unit as formative assessment.
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Journal- Students will respond to the reading is their journals. This will be used as formative assessment throughout the unit.
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Paraphrase/Summarize- Students will be asked to paraphrase and/or summarize sections of the text to check for understanding.
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Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
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HSPA Narrative Reading: "The Story of Scarface"
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Analyze multiple interpretations of the poem. View scenes from the film version and compare them to the version read in the text.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
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Students will engage in large group discussions using a variety of formats including "Where Do You Stand" to introduce the overarching themes
of the unit.
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Students will engage in small group discussions and think-pair-share to discuss daily topics.
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Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
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Students will use a variety of learning structures to review material for quizzes. These may include Spencer Kagan's One Stray activity or whole
group movement activities such as Quiz-Quiz-Trade.
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Students will review expository and persuasive writing techniques.
RESOURCES
Teacher Resources:
Major Work: Beowulf
Additional Work: from The Canterbury Tales (selections)
Poetry: Anglo-Saxon Riddles (p. 61)
Nonfiction: Anglo-Saxon Background (pp. 2-16). Review the skill of taking notes. Small details are not as important as the overarching ideas, the
major concepts. Why is it important that Britain was invaded and settled many times? What does it mean for that culture? How does it affect the
writing/stories/literature?
Nonfiction option: "The English Language- Old English: Where English Comes From" (p. 63)
Nonfiction option: Speech- Speech before Commons, Winston Churchill, June 4, 1940
Nonfiction option: Song- "Holding out for a Hero" (p. 166)
Nonfiction option: "An Irresistible Bad Boy: The Byronic Hero" (p. 633)
Poetry option: "The Seafarer" (pp. 56-58)
Short Story: HSPA Narrative- "The Story of Scarface"
Film: Beowulf. Dir. Robert Zemeckis. Perf. Ray Winstone, Crispin Glover, & Angelina Jolie. Paramount Pictures, 2007. DVD.
Nonfiction option: To meet standards RI.11-12.8 & W.11-12.9, teachers should choose 1 "seminal U.S. text" such as a presidential address.
Equipment Needed:
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Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Mankind and Its Monsters
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: This unit will introduce students to Mary Shelley's master work, Frankenstein, including its origin during the summer of 1816 at Lake
Geneva and its subtitle: The Modern Prometheus. Students will understand the literary conventions of the Romantic period, the gothic genre, and Shelley's
use of frame story. The unit will be framed to enhance students' reading, writing, critical thinking and analysis, vocabulary development, and
comprehension skills. The final essay will be a synthesis of the material used during the unit and will include critical literary analysis of one or more of the
themes of Frankenstein. Students will also be required to use MLA format to cite textual evidence to support analysis of what the text says literally,
inferentially, and thematically as well as what the text leaves unsaid. Students will study Shelly's complicated syntax and its effect on the reading and
interpretation of the work, and they will be able to explain why this is considered a "richly layered text" containing multiple meanings and posing multiple
questions simultaneously. Finally, students will be asked to consider point-of-view. The novel is told primarily from Victor Frankenstein's point-of-view.
The creature has no name and his is not the primary voice. Students will be asked to consider what this adds to or takes away from the novel.
Approximate Length of Unit: 7 Weeks
Primary interdisciplinary connections: Science, Ethics, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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.11-12.4. 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.11-12.5. 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.
RL.11-12.6. Analyze a case in which grasping a 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.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how
two or more texts from the same period treat similar themes or topics.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.1. 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.11-12.2. 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.
RI.11-12.4. 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 (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5. 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.
RI.11-12.6. 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.
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem.
RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. -Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
•
•
•
•
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 11–12 Reading standards to
literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how
two or more texts from the same period treat similar themes or topics”). Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
•
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
•
•
•
•
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•
•
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6. 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.
21st Century Life and Career Skills:
9.1.12.A.19.1.12.B.1-
Apply critical thinking and problem-solving strategies during structured learning experiences.
Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems,
using multiple perspectives.
Unit Understandings:
Students will understand that…
•
Shelly's epigraph from John Milton's Paradise Lost introduces one of the central themes of the novel.
•
the questions posed in the novel about the ethical use of knowledge and technology are increasingly relevant today.
•
Frankenstein is a richly layered text containing multiple meanings and posing multiple questions.
•
the structure of the frame story influences how we read and understand the text.
•
Prometheus parallels Victor Frankenstein.
•
Literary and film monsters are often manifestations of our anxieties, of our fears, and of ourselves.
•
Like Mr. Delacy, the readers do not visually see the creature. This affects the way readers respond to him.
Unit Essential Questions:
•
•
•
•
•
•
•
•
What ethical considerations must be addressed as advances in science, medicine, and technology affect the way we live?
What responsibilities come with parenthood or creation, and what is the extent of those responsibilities?
How does one obtain his or her identity?
Monsters are often manifestations of our anxieties, of our fears, and of ourselves; they are the other, our shadows, our collections of inferiorities,
undeveloped and regressive aspects of ourselves. What are the monsters of contemporary society and what do they reflect? (A doppelganger is
an alter ego like Dr. Jeykll and Mr. Hyde. How does this relate to mankind's monsters?)
What is a frame narrative and how does it work?
How does point-of-view influence the reading of a story?
What lessons about knowledge, companionship, and responsibility can be learned from reading literature?
How does appearance affect the way people judge one another?
Knowledge and Skills:
Students will know…..
•
the plot, characters, and themes of Frankenstein.
•
how allusions to Paradise Lost and to Prometheus add meaning to Frankenstein.
•
how the structure of Frankenstein, specifically the use of frame narrative, influences the reading of the work.
•
how the multiple themes presented in Frankenstein are still relevant in the 21st century.
•
the elements of the gothic genre and where they appear in Frankenstein.
•
Mary Shelley, daughter of Mary Wollstonecraft published Frankenstein in 1818, during the Romantic Period.
Students will be able to …
•
describe gothic elements in Frankenstein.
•
explain the multiple layers of meaning present in Frankenstein.
•
apply close reading strategies do decode the literal, inferential, and thematic meanings of the text.
•
compare and contrast Victor Frankenstein and his creation.
•
compare visual interpretations of the creature. (Visual Text/ Mise en scene)
•
compose an essay which synthesizes multiple sources used in this unit including non-fiction articles about science and technology.
•
assess the relevance of Shelley's work in the 21st century.
EVIDENCE OF LEARNING
Assessment:
Performance Task:
Synthesis Essay: The presence of new technologies is a standard feature of life in the 21st century. Many considerations must be made as new
technologies are introduced. Bioethics, for example, is a field concerned with the controversial ethics that arise with advancements in biology and
medicine. Many people are excited about the possibilities that such advancements pose, but others are concerned that rapid advancement prevents the
overly-ambitious from carefully considering all aspects of implementing new technologies without a clear understanding of all possible consequences.
Consider the sources used during the unit on Frankenstein, both fiction and nonfiction, and write an essay that synthesizes at least three of the sources as
you evaluate the most important factors that should be considered before using new technologies.
Other Evidence:
•
•
•
•
•
•
Quizzes- Quizzes will be used during the unit as formative assessment.
Journal- Students will respond to the reading is their journals. This will be used as formative assessment throughout the unit.
Paraphrase/Summarize- Students will be asked to paraphrase and/or summarize sections of the text to check for understanding.
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
HSPA Persuasive Reading: "I Don't Like Green Eggs And Ham"
Open Ended Questions- Students will respond to a variety of open ended questions covering the many topics presented in the novel.
Learning Activities:
•
•
•
•
•
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
Students will engage in large group discussions using a variety of formats including "Where Do You Stand" to introduce the overarching themes
of the unit.
Students will engage in small group discussions and think-pair-share to discuss daily topics.
Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
Students will use a variety of learning structures to review material for quizzes. These may include Spencer Kagan's One Stray activity or whole
group movement activities such as Quiz-Quiz-Trade.
Students will review expository and persuasive writing techniques.
RESOURCES
Teacher Resources:
Major Work: Frankenstein, Mary Shelley
Poetry: from "An Essay on Man by Alexander Pope" (p. 524)
Poetry: from Paradise Lost (Book 10)
Nonfiction: Mary Wollstonecraft Shelley (1797-1851)
Nonfiction: HSPA Persuasive Reading- "I Don't Like Green Eggs and Ham"
Nonfiction: In order to meet standard RI.11-12.9, teachers should choose 1 "foundational U.S. document of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address)."
Film/Media: Frankenstein. Dir. James Whale. Perf. Boris Karloff. Universal Pictures, 1931. DVD.
Mary Shelley's Frankenstein. Dir. Kenneth Branagh. Perf. Kenneth Branagh, Robert De Niro. Tristar Pictures, 1994. DVD.
Nonfiction option: "How Frankenfood Prevailed" by Ken Stier, Time Magazine, June 28, 2010
Nonfiction option: "The Lure of the Gothic" (pp. 636-637)
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Things Are Not What They Seem: Examining Paradox, Oxymoron, and Irony.
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: In this unit, students will analyze the content, form, and structure of Shakespeare's play The Tragedy of Macbeth. There will be a focus
on Shakespeare's use of imagery to reinforce character, plot, atmosphere, and theme. Students will examine motifs such as blood, clothing, light and
darkness, sickness and health, sleep, and unnatural events in nature that mirror human evil. Students will also understand and analyze Shakespeare's use of
paradox and irony to reinforce the idea that appearance is often deceptive. They will also examine issues of gender, class, and notions of leadership and
patriotism as they arise in the unit. Students will also examine Wilfred Owen's famous poem "Dulce et Decorum Est" and the Latin statement Dulce et
decorum est pro patria mori, meaning "It is sweet and honorable to die for one's country." Owen asserts that this statement is a lie. Students will examine
Owen's ideas and then compare and contrast them notions of patriotism and battle presented in Macbeth. Students will also examine the time period during
which Shakespeare wrote and understand how this affected his writing.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Psychology, History, Politics, & Government
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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.11-12.4. 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.11-12.5. 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.
RL.11-12.6. Analyze a case in which grasping a 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.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.1. 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.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. -Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
•
•
•
•
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.2. 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. Introduce a topic; organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
•
•
•
•
•
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
Observe hyphenation conventions.
•
Spell correctly.
L.11-12.3. 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.
•
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
•
•
•
•
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•
•
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
21st Century Life and Career Skills:
9.1.12.A.19.1.12.C.3-
Apply critical thinking and problem-solving strategies during structured learning experiences.
Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
Unit Understandings:
Students will understand that…
•
historical and social forces shaped the Renaissance and the writings of William Shakespeare.
•
Shakespeare used imagery to comment on and reinforce character, plot, atmosphere, and theme.
•
"Aristotle wrote that tragedy centers on a hero, generally of high status, who possesses a weakness, or tragic flaw, that ultimately causes the
character's downfall"; this influenced the Elizabethan interpretation of a tragedy (p. 301).
•
Shakespeare's plays are written in an early form of Modern English, but he wrote dramatic poetry, not prose.
•
language changes over time.
•
Shakespeare's themes are as relevant today as they were during the Renaissance.
Unit Essential Questions:
•
•
•
•
•
•
•
•
•
What does it mean to be loyal to one's country, to one's family, to one's self?
What responsibilities come with leadership?
What are the qualities of a good leader?
How have ideas about gender roles changed over time?
What is a paradox, and how does the use of paradox by a writer affect meaning?
How do people's core values influence their decisions and ultimately their lives?
What is the difference between ambition and greed?
Queen Elizabeth I said, "A clear and innocent conscience fears nothing." What does this mean? Is it true?
What does it mean to be human?
Knowledge and Skills:
Students will know…..
•
the plot, characters, and themes of Macbeth.
•
the elements of a tragedy and a tragic hero.
•
the majority of the play is written in blank verse, or unrhymed iambic pentameter.
•
how Shakespeare's use of imagery reinforces character, plot, atmosphere, and theme.
•
how the multiple themes presented in Macbeth are still relevant today.
•
that Banquo serves as Macbeth's foil.
•
Shakespeare took historical material for Macbeth from Raphael Hollinshed's Chronicles of England, Scotland, and Ireland (1577); however, the
historical Macbeth had a much more legitimate claim to the throne, and unlike Shakespeare's Macbeth, he ruled successfully.
•
Shakespeare made changes to the actual history for both dramatic and political purposes.
•
allusions to Macbeth appear in a variety of other works.
•
how to cite works of poetry.
Students will be able to …
•
describe the elements of a tragedy and a tragic hero.
•
explain paradox, oxymoron, and irony.
•
explain the purpose of a dramatic foil.
•
compare and contrast Banquo and Macbeth.
•
summarize selected passages.
•
interpret and illustrate lines containing Shakespeare's use of imagery.
•
analyze Shakespeare's use of paradox and irony.
•
analyze Wilfred Owen's use of oxymoron and hyperbole.
•
•
•
evaluate Owen's language.
relate the themes in Macbeth to other works.
support an argument or analysis using evidence from the text.
EVIDENCE OF LEARNING
Assessment:
•
Essay Choice #1(Expository/Explanatory)- Lady Macbeth is sometimes regarded as a monster, ruthlessly ambitious and fiendishly cruel. What
clues can you find in the play suggesting that Shakespeare did not want us to judge her so severely? In an essay, analyze her character as it is
revealed through her words and actions and her relationship with Macbeth.
•
Essay Choice #2- (Expository/Explanatory)- Shakespeare's use of imagery in Macbeth is brilliant, commenting on and reinforcing character,
plot, atmosphere, and theme. Choose one of the motifs identified in class and analyze how the images presented contribute to the atmosphere,
foreshadow or echo plot events, and/or reveal the characters' inner feelings. Cite evidence from the text to support your analysis.
•
Essay Choice #3- (Argumentative)- Is Macbeth a tragic hero, or is he merely a tyrant? Does Shakespeare keep you from losing all sympathy for
him? Be sure to include the definition of a tragic hero in your response, and include citations from the text to support your argument.
•
Essay Choice #4- (Argumentative)- Are the witches responsible in any way for Macbeth's actions, or are they merely reporting that which is
already destined? In other words, was Macbeth a victim of fate, or was his downfall a result of his own free will? Include 2-3 specific examples
from the play and at least 1 direct quote to support your argument.
Performance Activity: With a small group, select one of Macbeth's soliloquies, or a brief scene involving few characters, and "perform" it in the way a
choir interprets a song. Vary voice pitches, volume, tempo, rhythm, meter, and tone. Repeat key lines as a refrain, and use echoing words, vocal sound
effects, harmony, and chanting to accentuate and enhance the words.
Other Evidence:
•
•
•
•
•
Quizzes- Quizzes will be used during the unit as formative assessment.
Journal- Students will respond to the reading is their journals. This will be used as formative assessment throughout the unit. Students will be
asked to write in response to some of the essential questions, especially those pertaining to leadership. Students will clarify their ideas about
effective and/or ineffective leadership in relation to King Duncan and Macbeth as well as in relation to real leaders past and present. Students
may also respond to the small section of the American Declaration of Independence presented on page 469 of the textbook. Note the language
used: "We...solemnly Publish and Declare...that all political Connection between them and the State of Great-Britain, is and ought to be totally
dissolved..."
Paraphrase/Summarize- Students will be asked to paraphrase and/or summarize sections of the text to check for understanding. Students will
apply their understanding of syntax when interpreting complex lines in Macbeth.
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
Open Ended Questions- Students will respond to a variety of open ended questions covering the many topics presented in the novel.
Learning Activities:
•
•
•
•
•
•
•
•
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
Students will engage in large group discussions using a variety of formats including "Where Do You Stand" to introduce the overarching themes
of the unit.
Students will actively participate in small group discussions and think-pair-share to discuss daily topics.
Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
Students will use a variety of learning structures to review material for quizzes. These may include Spencer Kagan's One Stray activity or whole
group movement activities such as Quiz-Quiz-Trade.
Students will review expository and persuasive writing techniques.
Students will write in a variety of formats. One choice may be to write a eulogy for Macbeth. Another choice is to choose
During this unit students will work individually, in pairs, and in small groups.
Analyze multiple interpretations of a drama. In order to meet standard RL.11-12.7, teachers will show selected scenes from a film version of
Macbeth and ask students to analyze multiple interpretations, evaluating how each version interprets the source text.
RESOURCES
Teacher Resources:
Major Work: Macbeth
Poetry: "Dulce et Decorum Est" by Wilfred Owen (p. 929)
Nonfiction: "The Tragedy of Macbeth: The Sources of the Play" (p. 298-299)
Nonfiction (Informational): William Shakespeare (p. 289)
Nonfiction (Informational): "The Renaissance" (pp. 190-212)
Short Story: "The Rocking-Horse Winner" by D. H. Lawrence (Make the Connection page 996: The Root of All Evil)
Film: Macbeth. Dir. Roman Polanski. Perf. Jon Finch. Caliban Films, 1971. DVD.
Macbeth. Dir. Arthur Allan Seidelman. Perf. Jeremy Brett, Piper Laurie. Stage Production, 1981. DVD.
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Ireland and Britain - “When the white man turns tyrant, it is his own freedom that he destroys” ― George Orwell, Shooting an Elephant
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: This unit will introduce students to the genre of memoir and to Frank McCourt's Pulitzer Prize-winning work, Angela's Ashes. Upon
completion, students will understand how McCourt uses style, tone, and syntax to tell his story in a unique and meaningful way. They will examine the
social, cultural, religious, and economic circumstances that shaped McCourt's childhood and evaluate the extent to which McCourt maintains credibility
while writing about these circumstances through the eyes of a child. Students will examine the relationship between Ireland and England as well as
Ireland's internal struggles between the North and the South, and they will analyze the effect of Ireland's political struggles on McCourt's family. They will
also examine different responses to adversity, the consequences of different choices, and the responsibilities of family. Finally, students will explore the
motif of story and they will create their own narratives as evidence of their learning.
Approximate Length of Unit: 4-5 weeks
Primary interdisciplinary connections: History, Social Studies, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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.11-12.4. 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.11-12.5. 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.11-12.1. 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.
W.11-12.2. 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. Introduce a topic; organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
•
•
•
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
•
•
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
•
•
•
•
•
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
Observe hyphenation conventions.
•
Spell correctly.
•
L.11-12.3. 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.
•
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
•
•
•
•
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•
•
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6. 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.
21st Century Life and Career Skills:
9.1.12.A.1 9.1.12.D.1 -
Apply critical thinking and problem-solving strategies during structured learning experiences.
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
•
McCourt's style, tone, and syntax combine to create his unique voice in Angela's Ashes.
•
women play a significant role in Angela's Ashes, especially in terms of motherhood.
•
poverty and Catholicism shape Frank McCourt's childhood and both play a significant role in Angela's Ashes.
•
Ireland's relationship with England is an important part of Angela's Ashes: "...the English and the terrible things they did to us for eight hundred
long years" (p. 11).
•
the setting of Angela's Ashes, including the River Shannon, shapes McCourt's life in several important ways.
•
extreme poverty and hunger are important elements of McCourt's memoir.
•
memoir is a type of autobiography in which the author writes a personal record of the events, people, and situations that have shaped his or her
life. Memoirs can span an entire lifetime, but often they focus on a specific period of the writer’s life.
Unit Essential Questions:
•
•
•
•
•
•
•
•
•
•
How is storytelling linked to ethnic origin, family, language, and culture?
How is coming-of-age part of the multigenerational narrative?
How do writers address ethnic/cultural stereotypes in their parents/families?
How can a personal narrative such as a memoir relate universal themes?
How are people's lives shaped by the social conditions and historical context within which they live?
How does choice shape destiny?
What choices can people make in the face of adversity?
What are some reasons a person may want to examine the painful aspects of his/her family history?
Do people grow from childhood experiences involving suffering?
Why do people feel the need to escape from reality?
Knowledge and Skills:
Students will know…..
•
the characters, plot, and themes of the novel.
•
how and why the setting is important in Angela's Ashes.
•
the significance of the title.
•
that all stories, even personal narratives, are based on conflict.
•
McCourt writes through a child's voice and perspective, yet he maintains credibility; he writes about poverty and suffering without bitterness.
•
how food and hunger play a key role in the narrative.
•
Angela's Ashes is a Pulitzer Prize-winning memoir.
Students will be able to …
•
identify and analyze the author's use of a child narrator.
•
identify and analyze first person point of view.
•
describe the relationship between Ireland and Britain.
•
cite evidence from the text to explain McCourt's opening statement: "Worse than the ordinary miserable childhood is the miserable Irish
childhood, and worse yet is the miserable Irish Catholic childhood" (p. 11).
•
write narratives to develop real or imagined experiences.
•
evaluate the extent to which a single narrator's perspective can be considered representative of the truth of a situation.
•
describe how McCourt's tone creates meaning.
•
analyze the affects of class and social status.
•
discuss varying characters' responses to the challenges created by poverty, hunger, and cultural norms in Ireland.
•
question and explain motifs such as guilt, anti-English sentiment, and stories, and symbols such as The River Shannon and ashes.
EVIDENCE OF LEARNING
Assessment:
•
•
•
•
Essay Choice #1 (Expository/Analysis)- Despite McCourt’s many hardships including poverty, starvation, and personal loss, Angela’s Ashes is
not a tragic memoir. In fact, it can be considered uplifting, or even triumphant. How does McCourt accomplish this?
Essay Choice #2 (Expository)- On the first page of Angela’s Ashes, McCourt says, “worse than the ordinary miserable childhood is the Irish
childhood, and worse yet is the miserable Irish Catholic childhood” (p. 11). Using details from the text, explain what he means by this. In what
ways was his childhood miserable? How did being Irish and being Catholic contribute to his misery?
Essay Choice #3- (Expository)- Discuss McCourt’s experiences in school. Is it surprising to learn he became a teacher? How might his
experiences have influenced him?
Narrative Writing- Students will be asked to write a narrative that develops real or imagined experiences or events. In so doing, they will have to
make choices concerning voice, style, and point-of-view. Students may choose to rewrite an event from Angela's Ashes from the point-of-view
of another character such as McCourt's mother, Angela.
Other Evidence:
•
•
•
•
•
Quizzes- Quizzes will be used during the unit as formative assessment.
Double-Entry Journal- Students will respond to the reading is their journals. This will be used as formative assessment throughout the unit.
Summaries- Students will be asked to summarize sections of the text to check for understanding.
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
Open Ended Questions- Students will respond to a variety of open ended questions covering different topics presented in the novel.
Learning Activities:
•
•
•
•
•
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
Students will engage in large group discussions using a variety of formats including "Where Do You Stand" to introduce the overarching themes
of the unit.
Students will engage in small group discussions and think-pair-share to discuss daily topics.
Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
Students will use a variety of learning structures to review material for quizzes. These may include Spencer Kagan's One Stray activity or whole
group movement activities such as Quiz-Quiz-Trade.
Students will review expository and narrative writing techniques.
RESOURCES
Teacher Resources:
Major Work: Angela's Ashes
Poetry: "The Wild Swans at Coole" by William Butler Yeats (p. 982)
Short Story: "Shooting an Elephant" by George Orwell
“When the white man turns tyrant, it is his own freedom that he destroys”
― George Orwell, Shooting an Elephant
Nonfiction: Biography of Frank McCourt
Nonfiction: http://www.time.com/time/magazine/article/0,9171,1912401,00.html
"Frank McCourt, Author of Angela's Ashes, Dies" By Lev Grossman Sunday, July 19, 2009
Nonfiction (option): http://www.nytimes.com/2009/07/20/books/20mccourt.html?pagewanted=all
"Frank McCourt, Whose Irish Childhood Illuminated His Prose, Is Dead at 78" By William Grimes, July 19, 2009
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Outside Reading
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: Students will read a variety of texts independently in order to enhance their comprehension, appreciation, and understanding of literature
and language.
Approximate Length of Unit: There will be one outside reading assignment per marking period.
Primary interdisciplinary connections: History, Sociology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding
of findings, reasoning, and evidence and to add interest.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
21st Century Life and Career Skills:
9.1.12.D.1 9.1.12.E.1 -
Interpret spoken and written communication within the appropriate cultural context.
Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media
outlets.
Unit Understandings:
Students will understand that…
•
reading at different levels (literal, inferential, thematic) is a necessary skill in the 21st century.
•
reading self-selected works can be pleasurable as well as informative.
•
reading regularly can help develop a person's vocabulary and knowledge.
•
regular independent reading can increase your knowledge and understanding of many other disciplines.
•
the ability to read and comprehend a variety of difficult texts is a necessary skill for successful study of other academic subjects.
•
reading in the 21st century involves a variety of genres and types of text.
Unit Essential Questions:
•
•
•
•
•
•
•
•
•
How does a reader begin to discern an author's intended message and purpose for writing?
How might a work be interpreted differently by different readers?
How does the culture and personal background of the author affect the text?
Why should an author understand and be sensitive to an audience's culture, gender, age, and socio-economic status?
Why do people write? (to inform/explain, to persuade, to entertain)
Why do people read?
What do good readers do when they read?
In what way does context affect meaning?
How do good readers approach unfamiliar words?
Knowledge and Skills:
Students will know…..
•
the ability to read at different levels is a life-long skill.
•
reading self-selected works can be pleasurable as well as informative.
•
regular reading develops a person's knowledge and vocabulary.
•
reading in the 21st century involves a variety of genres and types of text.
•
the ability to read and comprehend a variety of difficult texts is a necessary skill for successful study of other academic subjects.
Students will be able to …
•
identify a variety of genres.
•
discuss the characteristics of if different types of literature and informational texts.
•
apply their understanding of the levels of reading to a variety of self-selected works.
•
examine the main ideas presented in different works.
•
explain the author's purpose in writing selected works.
•
argue the extent to which the work successfully presented its message.
EVIDENCE OF LEARNING
Assessment:
•
•
Students will be required to keep a double-entry journal during their independent reading. The journal will be checked periodically during the
reading and turned in before the end of each marking period.
For one of the four required units, students will be asked to use some form of technology/media to create a presentation which effectively
communicates the main ideas and/or themes of the chosen work.
Learning Activities:
•
Students will read independently and at their own pace.
RESOURCES
Teacher Resources:
•
Teachers and students will need occasional library (ASC) access.
Equipment Needed:
•
•
Occasional access to laptops or desktop computers may be needed.
Some students may need access to document cameras, video cameras, or projectors.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Optional Reading
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: Students will read one teacher-chosen text, either Animal Farm or Pride and Prejudice, as a supplementary unit to the British Literature
curriculum. During this unit, students will enhance their comprehension, appreciation, and understanding of literature and language. As a result of their
reading and study of the particular work, students will be able to analyze and evaluate the themes and ideas presented in the work and the application of
those themes and ideas in the 21st century.
Approximate Length of Unit: This is a supplemental unit. The length of time will vary depending upon the completion of the other required units. (2-5
weeks)
Primary interdisciplinary connections: History, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
21st Century Life and Career Skills:
9.1.12.A.1 9.1.12.D.1 -
Apply critical thinking and problem-solving strategies during structured learning experiences.
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
•
reading at different levels (literal, inferential, thematic) is a necessary skill in the 21st century.
•
close reading strategies can aid in literary analysis.
•
literature often serves to criticize and question society.
•
issues regarding class stratification are often addressed in works of literature.
•
themes of classic works of literature are still relevant today.
•
literature helps us examine the individual's place in society and the conflict created by individuals questioning established social norms.
Unit Essential Questions:
•
•
•
•
•
•
•
•
•
How does a reader begin to discern an author's intended message and purpose for writing?
How does literature serve to question class stratification in society?
In what ways does literature comment on societal conventions, culture, gender, age, and socio-economic status?
In what ways do the themes of a particular novel become far-reaching and universal?
How do authors criticize the traits of particular characters and/or human qualities in general?
In what ways do authors use irony to make observations about society?
How is diction used to create irony?
What may cause people to go against established social norms and expectations?
What close reading strategies can be used to aid in literary analysis?
Knowledge and Skills:
Students will know…..
•
the characters, plot, and themes of the chosen work.
•
how to use close reading to analyze literature.
•
that literature serves as a tool with which we can examine and question society.
•
how authors use diction to create irony.
•
how authors use language and create characters to comment on society.
Students will be able to …
•
identify and discuss the themes of a given work.
•
apply their understanding of the levels of reading to a selected work.
•
examine the main ideas presented in a selected work.
•
use evidence from the text to explain the author's purpose in writing the selected work.
•
argue the extent to which the work successfully presented its message.
EVIDENCE OF LEARNING
Assessment:
•
•
Students will be required to keep a double-entry journal during this unit. The journal will be turned in at the end of the unit.
Essay (Expository)- Choose one theme or social issue presented in the novel and explain how the author develops that theme or comments on
that social issue over the course of the work. Cite textual evidence to support your explanation.
Other Evidence:
•
Quizzes- Quizzes will be used during the unit as formative assessment.
•
Double-Entry Journal- Students will respond to the reading is their journals. This will be used as formative assessment throughout the unit.
•
Summaries- Students will be asked to summarize sections of the text to check for understanding.
•
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
Learning Activities:
•
•
•
•
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
Students will engage in large group discussions using a variety of formats.
Students will engage in small group discussions and think-pair-share to discuss daily topics.
Students will write journal entries on prompted and unprompted questions.
Students will use a variety of learning structures to review material for quizzes such as Quiz-Quiz-Trade and/or I Have/Who Has.
RESOURCES
Teacher Resources:
•
•
•
Teachers and students will need occasional library (ASC) access.
Possible viewing:
Animal Farm. Dir. John Stevenson. Perf. Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. TNT, 1999. DVD.
Pride and Prejudice. Dir. Joe Wright. Perf. Keira Knightley, Matthew Macfadyen. Focus Features, 2005. DVD
Copies of Animal Farm by George Orwell and/or Pride and Prejudice by Jane Austen.
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: College & Career Readiness
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: During this unit, students will explore their college and career options.
Approximate Length of Unit: 3 weeks
Primary interdisciplinary connections: N/A
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RI.11-12.1. 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.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.4. 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 of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding
of findings, reasoning, and evidence and to add interest.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
21st Century Life and Career Skills:
9.1.12.A.19.1.12.B.1-
Apply critical thinking and problem-solving strategies during structured learning experiences.
Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems,
using multiple perspectives.
Unit Understandings:
Students will understand that…
•
the attainment of a goal involves planning.
•
the nature of the workplace in the 21st century is dynamic and changing; there are many career opportunities about which few people know.
•
it is important to research possible opportunities in order to be aware of the many options.
Unit Essential Questions:
•
•
•
•
•
•
What ingredients are necessary to live a happy life?
What does one need to know in order to create a happy, balanced life?
What skills and abilities are necessary to be successful in the 21st century?
What is visioning?
How is visioning used in life planning and goal setting?
What types of sites are reliable sources for career and college research?
Knowledge and Skills:
Students will know…..
•
how and where to find important information about post-secondary education.
•
how and where to find important information about a variety of professions.
•
what their 5 and ten year goals are.
•
the academic and financial requirements of at least 3 colleges.
•
the educational requirements of at least 3 professions.
•
the job outlook of at least 3 professions.
•
the salary range of at least 3 professions.
•
the job description of at least 3 professions.
•
how to cite the sources they used in their research.
Students will be able to …
•
identify 3 post-secondary institutions and 3 professions for research.
•
describe the requirements for acceptance to 3 chosen colleges.
•
describe the requirements, job outlook, and salary details of at least 3 professions.
•
assemble research into a portfolio presentation.
•
summarize what they have learned as a result of their research and evaluate the costs and benefits of each of their choices.
•
describe the college and career that stood out to them the most as a result of their research.
EVIDENCE OF LEARNING
Assessment:
*The word college is used here to describe any post-secondary education needed for entry into a particular field. Student research will not be limited to 4
year colleges, but may include a variety of other post-secondary institutions.
Upon completion of this unit, students will be required to produce a portfolio of researched information about 3 post-secondary institutions and 3
professions. In addition to the career and college research, students must include a visioning section, an interview, and a possible college essay
Information must be typed, and sources must be cited using MLA format.
Part I: For each of the 3 careers students must answer the following:
1. What are the educational requirements for entry into this profession?
2. What is the salary range for this career?
3. What is the job outlook for this profession?
4. What does a typical day look like for someone in this profession?
5. What are the hours for this profession?
6. What opportunities for advancement exist in this profession?
Part II: For each of the 3 colleges students must answer the following:
1. What type of school is this?
2. What are the admission requirements?
3. What are the tuition and other costs?
4. Is housing available, and if so, what is the cost?
5. What is the student/faculty ratio?
Part III: Visioning
1. In 1 or 2 paragraphs describe your ideal life in 5 years. Use as much detail as possible. Describe your 5 year goals and the steps necessary for
their attainment.
2. In 1 or 2 paragraphs describe your ideal life in 10 years. Use as much detail as possible. Describe your 10 year goals and the steps necessary for
their attainment. You may wish to include challenges which could alter your course slightly, but then describe ways to deal with or overcome
those challenges. Your description should be realistic, but it should be the life you will create 10 years from now under the best possible
circumstances.
3. Create a collage of your goals. Create a visual representation of the details of your best life.
Part IV: College Essay
•
Go to www.commonapp.org and download the application. Under the "Writing" section, you will see 6 essay choices. Choose one and respond.
Use Times New Roman, 12 point font, and double-space.
Part V: Works Cited
•
Using MLA format, create a list of the references used for the research portion of this project.
Part VI: Presentation
•
Students will be asked to share a portion of their portfolio with the class. Students may use digital media/technology to present their findings.
Learning Activities:
•
•
•
•
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
Students will write journal entries on prompted and unprompted questions.
Students may also write in small groups using Spencer Kagan's Single Round Robin, All Write Round Robin, or Timed Round Robin.
Students may engage in small or large group discussions prompted by the essential questions.
Students will spend time doing independent research on their chosen professions.
RESOURCES
Teacher Resources:
•
•
•
•
•
•
•
www.bls.gov/oco
www.princetonreview.com
www.mappingyourfuture.org
www.aie.org
www.CollegeBoard.com
www.commonapp.org
Barron's Profiles of American Colleges (Copies are available at the ASC.)
Equipment Needed:
•
•
Students will need computer access.
Teachers may need a document camera or an overhead projector.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: The British Middle Ages
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: This unit will introduce students to the medieval romance poem, Sir Gawain and the Green Knight. Students will examine Sir Gawain's
adventures and what they reveal about knightly virtues during the British Middle Ages. They will examine the idea of a chivalrous, heroic knight who is
guided by a strict code of conduct, and they will decide the extent to which this knight succeeded or failed as a hero. Students will understand that this
poem is an Arthurian tale that examines the idea of an ideal vs. a flawed Arthurian society.
Approximate Length of Unit: 3-4 weeks
Primary interdisciplinary connections: Politics, Law, History, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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.11-12.5. 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.11-12.1. 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.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
•
•
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
21st Century Life and Career Skills:
9.1.12.A.1 9.1.12.D.1 -
Apply critical thinking and problem-solving strategies during structured learning experiences.
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
•
Sir Gawain and the Green Knight is an Arthurian tale that examines the idea of an ideal vs. a flawed Arthurian society.
•
both Sir Gawain and the Green Knight and The Wife of Bath's Tale involve a knight on a quest.
•
both works are narrative poems.
•
Sir Gawain is on a quest to prove himself as a knight.
•
both works examine codes of chivalry.
•
the authorship of Sir Gawain and the Green Knight is still largely debated.
Unit Essential Questions:
•
•
•
•
•
•
•
•
What is honor? What does it mean to be honorable?
How important is honor?
What is chivalry? What was the role of chivalry during the Middle Ages?
What is "the flawed hero"?
What does it mean "to be put to the test"?
How can poetry and literature teach lessons about morality and temptation?
How do codes of conduct influence people's behavior? Is it only on a superficial level, or is it on a deeper level?
Should justice always be carried out to the letter of the law, or should it be tempered with mercy?
Knowledge and Skills:
Students will know…..
•
the plot, characters, and themes of Sir Gawain and the Green Knight.
•
the medieval notions of chivalry.
•
the characteristics of medieval romance.
•
the author of Sir Gawain and the Green Knight is unknown.
•
the similarities and differences between Sir Gawain and the Green Knight and The Wife of Bath's Tale.
Students will be able to …
•
identify characteristics of medieval romance such as idealized notions of chivalry and the knight as hero.
•
identify conflict, dialogue, and plot.
•
examine the poem and its representation of the concept of knightly virtue.
•
discuss Arthurian literature.
•
define and explain the notion of chivalry.
•
evaluate codes of conduct presented in the writings and compare them to codes of conduct in the 21st century.
EVIDENCE OF LEARNING
Assessment:
•
Students will write a brief essay examining Gawain as a hero. Did he succeed or fail? What does the test reveal about Gawain, Arthur, and/or
Arthur's court?
Other Evidence:
•
•
•
•
•
•
Presentation- Students will work in small groups to research and present elements of Arthurian literature. Students may choose their form from a
simple collage to a PowerPoint or video presentation.
Quizzes- Quizzes will be used during the unit as formative assessment.
Double-Entry Journal- Students will respond to the reading in their journals. This will be used as formative assessment throughout the unit.
Summaries- Students will be asked to summarize sections of the text to check for understanding.
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
Open-ended Questions
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
•
Students will engage in large group discussions using a variety of formats. Students will engage in small group discussions and think-pair-share
to discuss daily topics.
•
Students will watch a short clip of First Knight where Lancelot rescues Guinevere. They will discuss how chivalric and heroic ideals have
changed. (Large Group Activity)
•
Students will work in groups to create a list of ways chivalric and heroic ideals have changed over time. (Small Group Activity)
•
Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
RESOURCES
Teacher Resources:
Major Work: from Sir Gawain and the Green Knight
Poetry/Short Story: The Wife of Bath's Tale
Nonfiction: The Middle Ages (1066-1485)
Film: First Knight. Dir. Jerry Zucker. Perf. Sean Connery, Richard Gere, Julia Ormond. Sony Pictures, 1995. DVD.
Optional DVD/Media: Biography - King Arthur: His Life And Legends (A&E DVD Archives) (2005)
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English
Unit Title: Language, Truth, & Memory
Target Course/Grade Level: English III Honors, Grade 11
Unit Summary: This unit will introduce students to George Orwell's dystopian novel, 1984. Upon completion, students will understand how Orwell uses
language to create a dystopian society filled with manipulation and deception. Students will evaluate Orwell's use of figurative language, imagery,
symbolism, irony, and paradox. They will also examine the social, political, psychological, and economic circumstances that worked in concert to shape
and sustain Orwell's fictional society. Furthermore, students will compare Oceania's totalitarian regime and Big Brother to the historical events that
influenced George Orwell's writing.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: History, Social Studies, Psychology
LEARNING TARGETS
Standards:
Reading Standards for Literature 6 – 12
Writing Standards 6 – 12
Speaking and Listening Standards 6 – 12
Language Standards 6 – 12
21st Century Life and Career Skills
Content Strand:
RL.11-12.1. 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.
RL.11-12.2. 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.
RL.11-12.3. 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.11-12.4. 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.11-12.5. 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.11-12.1. 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.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
•
•
•
•
•
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5. 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.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•
•
•
•
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•
•
Observe hyphenation conventions.
Spell correctly.
L.11-12.3. 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.
•
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•
•
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6. 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.
21st Century Life and Career Skills:
9.1.12.A.1 9.1.12.D.1 -
Apply critical thinking and problem-solving strategies during structured learning experiences.
Interpret spoken and written communication within the appropriate cultural context.
Unit Understandings:
Students will understand that…
•
Orwell's use of syntax, diction, and rhetorical devices such as parallel structure, antithesis, and repetition serve to reflect the themes, concepts,
and ideas presented in the work.
•
language itself is used as a form of mind control in 1984.
•
topics presented in 1984, such as privacy rights and questionable uses of technology are extremely relevant and debated often in the 21st
century.
•
explanations of historical events are often subjective depending upon the perspective of the person giving the account.
•
1984 was written as a warning.
•
urban decay and "doublethink" are important motifs in 1984.
Unit Essential Questions:
•
•
•
•
•
•
•
•
•
How have changes in technology influenced changes in our culture, in the way we communicate, and in the way we live?
How can a country strike a balance between maintaining its citizens' civil liberties and maintaining law and order?
In what ways has technology blurred the lines between what is public and what is private?
What is propaganda, and in what ways can it be used to manipulate society?
How are people's lives influenced by the country in which they live?
What is the role of the individual in society?
What is leadership? What are the characteristics of a good leader?
What and how can we learn from history? How can we design the society we want in the present and in the future by learning from the mistakes
of the past?
What are the characteristics of an ideal society?
Knowledge and Skills:
Students will know…..
•
the characters, plot, and themes of the novel.
•
how the setting, including the motif of urban decay, contributes to the structure and meaning of the novel.
•
that language is used as a form of psychological manipulation in the novel.
•
the meaning of paradox.
•
that issues presented in the novel, including the use or misuse of technology, are increasingly relevant in the 21st century.
•
how the control of resources such as food and clothing affect the power structure in the novel.
•
1984 and "Big Brother" are still common allusions in popular culture.
Students will be able to …
•
identify and analyze the author's use of paradox and irony.
•
identify and analyze the author's use of language.
•
analyze the concept of truth.
•
cite evidence from the text to explain how this work may serve as a warning to society.
•
evaluate manipulation in the media.
•
identify and explain the use of propaganda in 1984.
•
analyze and explain the Party's control of history and information.
•
discuss varying characters' responses to the Party's control.
•
compare and contrast events in 1984 to actual historical events.
•
evaluate the characteristics of leadership.
EVIDENCE OF LEARNING
Assessment:
•
Essay (Persuasive) (This essay is modeled after the sample argumentative essay in the AP Language and Composition Course Description,
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2123.html) - In his book Amusing Ourselves to Death: Public Discourse in the
Age of Show Business, Neil Postman states the following:
“We were keeping our eye on 1984. When the year came and the prophecy didn't, thoughtful Americans sang softly in praise of
themselves. The roots of liberal democracy had held. Wherever else the terror had happened, we, at least, had not been visited by Orwellian
nightmares.
But we had forgotten that alongside Orwell's dark vision, there was another - slightly older, slightly less well known, equally chilling:
Aldous Huxley's Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same
thing. Orwell warns that we will be overcome by an externally imposed oppression. But in Huxley's vision, no Big Brother is required to
deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies
that undo their capacities to think.
What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there
would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give
us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the
truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a
trivial culture, preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumblepuppy. As Huxley remarked in
Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny "failed to take into account
man's almost infinite appetite for distractions". In 1984, Huxley added, people are controlled by inflicting pain. In Brave New World, they
are controlled by inflicting pleasure. In short, Orwell feared that what we hate will ruin us. Huxley feared that what we love will ruin us."
Using evidence from contemporary society, argue the extent to which Postman's assertion is correct.
Other Evidence:
•
•
•
•
Quizzes- Quizzes will be used during the unit as formative assessment.
Double-Entry Journal- Students will respond to the reading in their journals. This will be used as formative assessment throughout the unit.
Summaries- Students will be asked to summarize sections of the text to check for understanding.
Text Annotation- Students will be asked to annotate sections of the text as an expression of their ability to identify key elements.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Teachers will frame the learning by communicating the big ideas or essential questions at the beginning of the unit and periodically throughout
the unit.
•
Students will engage in large group discussions using a variety of formats including "Where Do You Stand" to introduce the overarching themes
of the unit.
•
Students will engage in small group discussions and think-pair-share to discuss daily topics.
•
Students will write daily journal entries on prompted and unprompted questions. Students may also write in small groups using Spencer Kagan's
Single Round Robin, All Write Round Robin, or Timed Round Robin.
•
Students will use a variety of learning structures to review material for quizzes. These may include Spencer Kagan's One Stray activity or whole
group movement activities such as Quiz-Quiz-Trade.
•
Students will review expository and persuasive writing techniques.
RESOURCES
Teacher Resources:
Major Work: 1984
Nonfiction: "On Keeping a Notebook" by Joan Didion
Poetry: "Sonnet 130" by William Shakespeare
Nonfiction/Narrative: HSPA Narrative Reading - "Anxiety: Challenge by Another Name" by James Lincoln Collier
Nonfiction:"This Photo Is Lying to You" by Rob Haggart [Outside, September 2009]
Equipment Needed:
•
•
Occasional library access.
Overhead projector or document camera.