Madison Public Schools
English 11
Written by:
Kathleen Bergen
Jason S. Ellrott
Douglas J. Oswin
Revised by:
Kathleen Bergen
Jason S. Ellrott
Reviewed by:
Matthew A. Mingle
Assistant Superintendent of Curriculum and Instruction
Dr. Mark DeBiasse
Supervisor of Humanities
Approval date:
November 18, 2014
Revisions approved September 29, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
John Flynn
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
English 11 is designed thematically, chronologically, and, at times, by genre to give students a sense of how British literature captures (through
both comedy and tragedy, prose and poetry) the cost of power and glory, human reaction to injustice, the pleasures and pains of love, and man’s
enduring struggle to remain true to himself despite the overwhelming pressures of society. Each unit will, on occasion, break chronology in order
to trace the development of themes and/or genres over time. This structure will better allow students to note the connections between the
insights provided by the human experience of the first English speaking civilization and our experience of our civilization today. It will also allow
students in the English 11 course to better consider changes that have occurred in the styles and themes of English literature, and equally,
consider the styles and themes that seem to endure. The works of classic (Chaucer, Shakespeare, Austen, the Brontes), modern (Wilde, Golding,
Orwell), and contemporary authors (Achebe, Heaney, Walcott, Sillitoe, Doyle, and Hornby) will be explored.
The study of fiction, poetry, essay, and non-fiction will address the historical and literary context of each work, how each work is representative of
its genre, and include a close reading and analysis of the literary elements such as characterization, narrative structure, tone, diction, syntax,
figures of speech, irony, themes, and motifs. Students will also apply reading of collateral poetry, essays, and nonfiction to their analysis of each
primary work. Vocabulary skills will be developed through the literature, through a deliberate study of literary terminology, and through the use
of a supplementary common vocabulary text. Assessments will consist of frequent journal writings, reading quizzes, tests, and essays. Journal
entry prompts will focus on literary analysis, asking students to respond to either style or meaning or both of a previously read story or of a
passage presented to them in class that day. Fresh texts will be periodically incorporated to enhance the ability of students to independently
comprehend, analyze, and draw connections between texts, and then to be able to articulate these understandings and connections in essay form.
Quizzes will focus on comprehension and literary analysis as well. In composition, students will be asked to solidify the process of prewriting,
composing, revising and editing that they have practiced during the freshman and sophomore years. Emphasis is placed on the development of
listening and speaking skills throughout the course through large and small group instruction. Students are given opportunities for oral
interpretations of literature in conjunction with writing. This course provides reinforcement of reading, writing, vocabulary, and grammar skills
that will aid students in preparing for the PARCC, SAT, ACT, and entry-level college composition courses. Grammar will be studied as the need
arises and connected directly to individual student needs.
Students enrolled in English 11 are expected to meet the learning objectives articulated in the Common Core State Standards which are specified
within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are expected to be more
independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of greater length and complexity; their
writing is expected to be more fluent and more sophisticated, and their thinking more rigorous, original and willingly shared in classroom
discussions. Students enrolled in higher level courses (particularly honors) are also expected to produce work of exceptional quality and their
work will be evaluated accordingly. Finally, students in higher level courses (particularly honors) can expect a faster pace of instruction and an
increased number of assignments that often must be completed independently beyond the walls of the classroom.
Goals
This course aims to:
● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging and
sophisticated texts;
● support the comprehension and analysis of a variety of genres;
● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected literature circle
titles offered throughout the year;
● develop the writing process and writing to learn strategies through which students compose a variety of written responses for different
purposes and audiences, employing a range of voices and taking compositional risks;
● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening and viewing
sophistication;
● develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: Power & Glory: The Anglo-Saxon & Medieval Periods
Unit Summary:
This unit explores the characteristics of the Anglo-Saxon world through Anglo-Saxon literature and looks at the similarities and differences
between this world and our world today. We will examine Anglo-Saxon poetry and prose, learning how specific literary devices and stylistic
elements support the thematic and societal messages in those texts. Thematic content will focus on the internal and external struggles of heroes
against supernatural/unnatural forces, nature, their societies, and themselves. This unit will discuss the origins of English Literature, and
includes an examination of the historical background of the period. Additionally, Enriched and Honors level courses will examine further works
of Medieval literature, focusing on a chronological study of universal themes such as the Code of Honor, Leadership, and Identity.
Suggested Pacing: 30 lessons
Learning Targets
Unit Essential Questions:
● What is the cost of seeking fame?
● How is leadership measured?
● What is an individual’s relationship with his/her society?
● What are the fundamental ideas behind Western civilization?
● What is humanity’s relationship with the natural world?
Unit Enduring Understandings:
● Anglo-Saxon values of vigilance, loyalty, strength, reputation, and the pursuit of glory reflect a response to social instability and insecurity
● Literature uses archetypes to present the human experience in fiction
● An individual’s identity is shaped by his or her experiences and society
● The Code of Honor reflects the symbiotic relationship between leaders and their people
● Universal themes of the human experience are reflected in all literature, regardless of time or geography
● Readers can enhance their aesthetic appreciation of fiction by investigating how authors develop theme through a purposeful use of
literary elements.
● A strong literary essay consists of a specific thesis statement, a purposeful structure, and well selected and analyzed textual support.
Evidence of Learning
Unit Benchmark Assessment Information:
● Students will analyze how two Anglo-Saxon tales make respective use of character, plot, and setting to convey a common theme.
○ Articulate a specific theme that unites the two tales
○ Determine how the two tales differ in their use of the literary elements in question
○ Construct a thesis statement that clarifies, for each work, how the literary elements contribute to the theme.
○ Consider what essay structure will best illuminate the argument
○ Incorporate and explain the specific evidence from each tale that best supports the argument
Applicable
Texts
Objectives
(Students will be able to…)
Anchor Text:
-Beowulf​
- Seamus
Heaney translation
Reading Literature &
Informational TextSWBAT:
In addition to the
anchor text,
teachers will select
a variety of works
from the list below
in order to
accomplish the
objectives of the
unit. In some
cases, works are
suggested for
specific levels.
●
Novels:
-Grendel ​
by John
Gardner (E, H)
●
Identify Epic Heroes in
literary analysis
●
Identify and interpret the
treatment of themes in
texts
●
Identify elements of
tragedy in Anglo-Saxon
literature
Poetry:
-“The Seafarer”
-“The Wanderer”
●
●
●
●
●
-“Sir Gawain and the
Green Knight”
-Selections from “Le
Morte d’Arthur” by Sir
Thomas Malory
Identify and evaluate the
use of Anglo-Saxon literary
devices
●
Draw literary connections
to works studied in other
Anglo Saxon
literary devices:
Kenning,
Epithet, Epic,
Caesura,
Alliteration,
etc.
●
Collaborative
analysis questions
through Google
Docs
Note-taking and
annotations of
readings
The qualities of
Epics and Epic
Heroes
●
Reading
comprehension
checks
●
The importance
of the Oral
Tradition to
Anglo Saxon
and Medieval
poetry
●
Characterization
and Conflict
outlines with
evidence
●
Apply understanding of
literary archetypes to
readings of new texts
Read and comprehend
literary analysis and
critique of works from the
periods studied
Reading Literature
and Informational
Text Assessments:
●
Evaluate contemporary
reactions to Anglo-Saxon
works
Explore themes in
Medieval literature
Suggested
Assessments
●
●
●
-“The Dream of the
Rood”
-Selections from “The
Canterbury Tales” by
Geoffrey Chaucer
Reading
Literature &
Informational
Text:
Understand and appreciate
lyric poetry
●
-​
The Hobbit​
by J.R.R.
Tolkien (S)
Short Stories:
-“Everything Ravaged,
Everything Burned” by
Wells Tower (S, E, H)
Appreciate classic
literature from multiple
perspectives
Essential
Content
●
●
The equating of
Christianity
and Heroic
deeds
Linguistic roots
of the English
Language from
the
Anglo-Saxon
Elements of the
Tragic Hero
and Classical
Tragedy
The benefits
and limitations
of 1st-Person
narrative
structure-
●
Journal entries
based on readings
& specific passages
●
Journal entries
focused on style,
structure, and
meaning of a work
●
Fresh text
comparative
reading exercises
●
Passage analysis
questions
●
Literary Analysis
essays
●
Narrative essay
(connected to
summer reading)
Standards
(NJCCCS CPIs, CCSS)
Pacing
11-12.RL.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.
Standard:
Summer
Reading:
~4 Lessons
11-12.RL.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.
“Beowulf”:
~20 Lessons
11-12.RL.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).
Fiction &
Information
al Texts:
~6 Lessons
Enriched:
“Beowulf”:
~12 Lessons
11-12.RL.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.)
“Grendel”:
~12 Lessons
11-12.RL.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
Honors:
“Beowulf”:
~8 Lessons
11-12.RL.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).
11-12.RL.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.)
Fiction &
Information
al Texts:
~6 Lessons
“Grendel”:
~8 Lessons
Medieval
Literature
~8 Lessons
Fiction &
Information
al Texts:
~6 Lessons
courses & students’ prior
experiences
“North” by Seamus
Heaney
Informational Texts:
-​
How to Read
Literature Like a
Professor​
by Thomas
Foster (E, H)
●
-Excerpts from “A
History of the English
Speaking People” by
Winston Churchill (S,
E, H)
●
-“From a History of
the English Church
and People” by The
Venerable Bede (S, E,
H)
-Selections from “Of
Myths and Monsters”
by J.R.R. Tolkien (S, E,
H)
-Prose excerpts from
“The Norton
Anthology of British
Literature” (S, E, H)
-Excerpts from “The
Paston Letters” (S, E,
H)
Explore the importance of
narrator in relation to
structure and meaning of a
work
Compare two fresh works
of period fiction, focusing
on style, theme, and
historical context
Specifically
focusing on
narrative bias,
and limited
perspective.
●
Significant
themes in
Anglo-Saxon
literature:
Instability,
Code of Honor,
Wyrd, Fame
and Glory,
Christianity vs.
Paganism,
Transience, and
Identity
Literary elements,
including:
character (round,
flat, static,
dynamic), setting,
plot,
characterization
(direct, indirect),
protagonist,
antagonist, conflict,
plot, point of view
(1st, 3rd [limited,
omniscient]), theme,
flashback,
foreshadowing,
symbol, figurative
language (simile,
metaphor,
personification),
irony (verbal,
situational,
dramatic)
●
Essay, Multiple
Choice or Short
Answer Tests
11-12.RL.10
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11-CCR
text complexity band independently and proficiently.
11-12.RI.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.
11-12.RI.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.
11-12.RI.3
Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over
the course of the text.
11-12.RI.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).
11-12.RI.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.
11-12.RI.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
WritingSWBAT:
●
●
●
●
●
●
Writing:
Writing
Assessments:
●
●
Creatively re-tell a
narrative from the
perspective of an alternate
narrator
●
Thesis
statement
purpose and
structure
●
Essay structure
for comparative
writing
Respond in writing
formally and informally to
address essential questions
about literature
Analyze fiction and
informational texts to form
connections relating to the
human experience
●
Formulate a thesis
statement and supporting
argument for how the style
and structure of a work of
prose fiction conveys the
meaning of a work
Smoothly integrate and
analyze textual evidence to
support assertions
Write a well-structured
formal, literary argument
with a central claim,
develop the claim with
evidence, and consider at
least one other point of
view
Formal
essay-writing
expectations
(tone, literary
present tense,
formatting, etc)
●
●
Effective
paragraph
elements &
structure: topic
and concluding
sentences,
evidence,
transitions, and
discussion
Strategies for
brainstorming
and prewriting
for both
analytical and
creative writing
MLA style
guidelines
(format,
citations,
conventions)
A PARCC-modeled
comparative essay,
focusing on two
fresh fictional
works, connected
to the content of
this unit
thematically,
stylistically, or
historically.
11-12.W.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
●
In-class journal
writing
●
Literary analysis
essays
11-12.W.1.b
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.
●
Single-work
assessments
●
Creative writing
assignments
11-12.W.1.a
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.
11-12.W.1.c
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.
11-12.W.1.d
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
11-12.W.1.e
Provide a concluding statement or section that follows from and
supports the argument presented.
11-12.W.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.
11-12.W.2.a
Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes
it to create unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
11-12.W.2.b
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.
11-12.W.2.c
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.
11-12.W.2.d
Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of
the topic.
11-12.W.2.e
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
11-12.W.2.f
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).
11-12.W.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
11-12.W.3.a
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.
11-12.W.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
11-12.W.3.c
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).
11-12.W.3.d
Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
11-12.W.3.e
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
11-12.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in standards 1-3 above.)
11-12.W.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.
11-12.W.​
9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
11-12.W.​
9.a
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").
11-12.W.​
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, and audiences.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP11.
Use technology to enhance productivity .
ET8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that
related area for review.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
Speaking & ListeningSWBAT​
:
Speaking &
Listening:
Speaking & Listening
Assessments:
●
●
Guidelines for
effective class
discussions
(generated by
students and
teacher), i.e.:
procedure for
polite,
respectful
discussion and
listening,
necessity to
provide textual
support for
ideas/opinions,
and the ability
to generate
questions based
on discussion
●
Socratic Seminar
●
Participation in
class discussions
Proper use of
academic and
literary
●
Effectively prepare for class
discussion by critically reading
the text at hand and reviewing
notes prior to class
●
Use literary and academic
terminology that will best
articulate the works and
matters being discussed
●
Independently note critical
points made by teacher or
fellow students during class
discussions
●
Discuss and analyze literary
works in small and large
groups
●
Present group findings to
other groups and to the class
as a whole
●
Preface discussion points with
summary or reference to a
previous speaker’s points
●
●
Participation in
small-group
discussions
●
Discuss literature
in small group or
whole class
discussions and
provide textual
support for
ideas/opinions
●
Shared journal
entries
Participate in both
teacher-led and/or
student driven
11-12.SL.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.
11-12.SL.1.a 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.
11-12.SL.1.b Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
11-12.SL.1.c 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.
11-12.SL.1.d ​
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. ●
Select/provide appropriate
textual evidence to support
ideas during class discussion
●
Independently workshop
student work (sometimes
functioning as a contributor
and sometimes as a group
leader)
●
Identify procedure for socratic
seminar activities
●
Create questions in response
to readings and
interpretations of texts
●
Respond to teacher and
student-directed questions
and comments
vocabulary in
discussion
●
small and large
class discussion
Student and
teacher
guidelines for
socratic
seminars and
writer’s
workshop
11-12.SL.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.
11-12.SL.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.
11-12.SL.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.
11-12.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate.
CRP1.
Act as a responsible and contributing citizen and employee.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP9.
Model integrity, ethical leadership and effective management.
CRP12.
Work productively in teams while using cultural global competence.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
LanguageSWBAT​
:
Language:
Language
Assessments​
:
11-12.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
●
●
Exhibit proper usage in
written and spoken
language
●
Identify use of figurative
language and determine
how it contributes to the
meaning and aesthetic
impact of a literary work
●
Recognize and articulate a
writer’s purposeful use of
diction and syntax
●
●
●
Research unfamiliar words
and determine meaning
from context clues
Review and
reinforcement
of grammatical
principles and
vocabulary
acquisition
Rhetorical
functions and
parallel
structure
●
●
●
Task-specific
literary and
academic
terminology
●
Textbook and
work-specific
vocabulary unit
activities
Textbook and
work-specific
grammar exercises
and activities
Student
note-taking,
reflecting
consideration of
challenging
vocabulary
Determining the
meaning of
unknown
vocabulary words
using context clues
in analytical
writing
11-12.L.1.a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
11-12.L.1.b 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.
11-12.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
11-12.L.2.a Observe hyphenation conventions.
11-12.L.2.b Spell correctly.
11-12.L.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.
11-12.L.3.a 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.
11-12.L.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.
11-12.L.4.a 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.
11-12.L.4.b Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., ​
conceive,
conception, conceivable​
).
11-12.L.4.c 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.
11-12.L.4.d 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).
11-12.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text.
11-12.L.5.b Analyze nuances in the meaning of words with similar
denotations.
11-12.L.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
Unit 2 Overview
Unit Title: Leadership & Society: The Elizabethan Period & The English Renaissance
Unit Summary: This unit focuses on the study of a tragic work by William Shakespeare and supplements this study with nonfiction texts (both
period and contemporary) which address the universal themes examined in Shakespeare’s plays. Students will explore Identity, Power, Ambition,
Love, and Jealousy through works such as “Othello”, “Macbeth”, and “Julius Caesar”. Students will be introduced to the structure of
Shakespeare’s plays, poetic devices employed by Shakespeare, and Aristotle’s classical definition of a Tragic Hero. In addition to reading one
work, students will also view an interpretation of the work, and be asked to make critical evaluations about the success of the performance, as
compared to the meaning of the work explored in class. Supplemental literature for this unit includes the works of John Milton and Sir Francis
Bacon, among others, to provide historical context and insight into period literary conventions. Furthermore, students will read and analyze
Elizabethan sonnets and compare the style and content of these sonnets to the style and content of modern sonnets, looking to see what
conventions and themes have endured and what conventions and themes have changed.
Suggested Pacing: 30 lessons
Learning Targets
Unit Essential Questions:
● How is Identity shaped by a person’s actions?
● What is the cost of pursuing power?
● Are people fundamentally good or evil?
● Why are so many great works of literature tragedies?
● Does thinking about human nature somehow change it?
Unit Enduring Understandings:
● Identity is influenced by thoughts, choices, actions, and consequences.
● Tragic flaws are reminders of human fallibility.
● Drama is an imitation of life and does not require realism to illustrate the human condition.
● The exploration of human nature is a constant theme in literature.
● Reading non-fiction can enrich our understanding of works of literature.
● The analysis of poetry and prose are different skills that require different skill sets.
● Understanding poetry requires close reading and reflection of the author’s word choices.
● Students must apply their understanding of literary devices in their analysis of poetry in order to make meaning of the work.
Evidence of Learning
Unit Benchmark Assessment Information:
● Students will discuss the thematic connections between two works of nonfiction and how they relate to a scene from a Shakespearean
drama.
○ Read and highlight the respective arguments of the two works of nonfiction.
○ Determine how the two works of nonfiction relate to the scene in question.
○ Construct a thesis statement that clarifies how the two works of nonfiction can be used as a lens to view a dramatic scene.
○ Consider what essay structure will best illuminate the argument.
○ Incorporate and explain the specific evidence from each of the three resources that best supports the argument.
Applicable
Texts
Anchor Text:
-A Tragic Play by
William
Shakespeare:
Othello, Macbeth,
Julius Caesar, etc
In addition to the
anchor text,
teachers will select
a variety of works
from the list below
in order to
accomplish the
objectives of the
unit. In some
cases, works are
suggested for
specific levels.
Novels:
-Lord of the Flies ​
by
William Golding (E,
H)
Informational Texts:
-Excerpts from “A
History of the English
Speaking People” by
Winston Churchill (S,
E, H)
-“When the Good do
Bad” by David Brooks
(S, E, H)
Suggested
Assessments
Reading Literature &
Informational TextSWBAT:
Reading Literature
& Informational
Text:
Reading Literature
and Informational
Text Assessments:
●
Appreciate classic
literature from
multiple perspectives
●
●
Understand and
appreciate a work of
Shakespeare
●
●
●
●
Identify Tragic
Heroes in literary
analysis
●
Explain and discuss
Shakespeare’s
treatment of themes
in his works
●
●
Poetry:
-Selections from
“Paradise Lost” by
John Milton (E, H)
-Selections of
period-specific poetry
by William
Shakespeare, John
Donne, Sir Edmund
Spenser, etc. (S, E, H)
Essential
Content
Objectives
(Students will be able to…)
●
●
Identify and discuss
how the structure of
a Shakespearean
work contributes to
its meaning
●
Evaluate
contemporary
reactions to
Shakespearean
works, both in
reading and
performance
Read and
comprehend literary
analysis and critique
of works from the
periods studied
●
●
●
Draw literary
connections to works
studied in other
Elizabethan
historical
background
Fundamentals of
Elizabethan
theater and
stagecraft
Plato’s definition
of the Tragic Hero
and its relation to
the chosen
Shakespearean
play’s tragic hero
Biographical
background on
Shakespeare
Literary & Poetic
devices present in
period literature:
iambic
pentameter,
apostrophe,
monologue,
soliloquy,
personification,
irony, blank verse,
foil, motif, etc
Poetic structures
of the English and
Italian sonnets
Significant themes
in the literature of
Shakespeare,
including: Fair &
Foul, Choices &
●
●
●
Collaborative
analysis questions
through Google
Docs
Note-taking and
annotations of
readings
Reading
comprehension
checks
Characterization
and Conflict
outlines with
evidence
●
Journal entries
based on readings
& specific passages
●
Journal entries
focused on style,
structure, and
meaning of a work
●
Fresh text
comparative
reading exercises
●
Passage analysis
questions
●
Literary Analysis
essays
●
Multiple Choice,
Essay, and
Short-Answer Tests
Standards
(NJCCCS CPIs, CCSS, NGSS,NJCRP)
11-12.RL.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.
11-12.RL.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.
11-12.RL.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).
11-12.RL.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.)
11-12.RL.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
11-12.RL.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).
11-12.RL.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.)
Pacing
Standard:
Shakespeare:
~25 Lessons
Nonfiction: ~5
Lessons
Enriched:
Shakespeare:
~15 Lessons
Lord of the
Flies:
~10 Lessons
Poetry &
Nonfiction:
~5 Lessons
Honors:
Shakespeare:
~10 Lessons
Lord of the
Flies:
~5 Lessons
“Paradise Lost”:
~10 Lessons
Poetry &
Nonfiction:
~5 Lessons
-“The Surreal Ruins of
Quaddaffi’s Never
Never Land” by
Robert Worth (S, E,
H)
-Prose excerpts from
“The Norton
Anthology of British
Literature” (S, E, H)
-Excerpts from “The
Prince” by Niccolò
Machiavelli (S,E, H)
courses & students’
prior experiences
●
●
●
-Excerpts from the
essays of Sir Francis
Bacon (S,E, H)
-Excerpts from the
speeches of Queen
Elizabeth I (S, E, H)
Identify the main
idea of a work of
period nonfiction
Identify
compositional
devices present in
period nonfiction
Compare two fresh
works of period
nonfiction in
addition to
contemporary
literary criticism,
focusing on style,
theme, and historical
context
●
Explain how
differences in poetic
structure affect the
meaning of works
●
Compare two works
of poetry with
similar themes
Consequences, the
Supernatural,
Duplicity,
Ambition, and
Power & Identity,
Jealousy,
Revenge,
Innocence &
Experience,
Gender Roles, etc.
Literary Elements,
including character
(round, flat, static,
dynamic), setting, plot,
characterization
(direct, indirect),
protagonist,
antagonist, conflict,
plot, point of view (1st,
3rd [limited,
omniscient]), theme,
flashback,
foreshadowing,
symbol, figurative
language (simile,
metaphor,
personification), irony
(verbal, situational,
dramatic)
11-12.RL.10
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11-CCR
text complexity band independently and proficiently.
11-12.RI.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.
11-12.RI.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.
11-12.RI.3
Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over
the course of the text.
11-12.RI.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).
11-12.RI.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.
11-12.RI.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
Writing:
WritingSWBAT::
●
●
●
●
●
●
Evaluate the success
of a visual
interpretation of
Shakespeare’s works
in writing
●
●
Formal
essay-writing
expectations
(tone, literary
present tense,
formatting, etc)
●
Thesis statement
purpose and
structure
Respond in writing
formally and
informally to address
essential questions
about literature
Analyze fiction and
informational texts
to form connections
relating to the
human experience
Utilize appropriate
poetic devices in
discussion of a work
of Shakespeare
Formulate a thesis
statement and
supporting argument
for how the style and
structure of a work of
nonfiction conveys
the meaning of the
work
Smoothly integrate
and analyze textual
Integrating
evidence from
poetic or dramatic
sources into
analytical writing
●
●
●
Essay structure
for comparative
writing
Effective
paragraph
elements &
structure: topic
and concluding
sentences,
evidence,
transitions, and
discussion
Strategies for
brainstorming
and prewriting for
both fiction and
nonfiction-based
Writing
Assessments:
●
A PARCC-modeled
comparative essay,
focusing on two
fresh nonfiction
texts , connected to
the content of this
unit thematically,
stylistically, or
historically.
●
In-class journal
writing
●
Literary analysis
essays
●
Single-work
assessments
●
Creative writing
assignments
11-12.W.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
11-12.W.1.a
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.
11-12.W.1.b
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.
11-12.W.1.c
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.
11-12.W.1.d
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
11-12.W.1.e
Provide a concluding statement or section that follows from and
supports the argument presented.
11-12.W.2
Write informative/
evidence to support
assertions
●
Write a
well-structured
formal, literary
argument with a
central claim,
develop the claim
with evidence, and
consider at least one
other point of view
analytical and
writing
●
MLA style
guidelines
(format, citations,
conventions)
explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective
selection, organization, and analysis of content.
11-12.W.2.a
Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes
it to create unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
11-12.W.2.b
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.
11-12.W.2.c
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.
11-12.W.2.d
Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of
the topic.
11-12.W.2.e
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
11-12.W.2.f
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).
11-12.W.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
11-12.W.3.a
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.
11-12.W.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
11-12.W.3.c
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).
11-12.W.3.d
Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
11-12.W.3.e
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
11-12.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in standards 1-3 above.)
11-12.W.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.
11-12.W.​
9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
11-12.W.​
9.a
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").
11-12.W.​
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, and audiences.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP11.
Use technology to enhance productivity .
ET8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that
related area for review.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
Speaking & ListeningSWBAT​
:
Speaking & Listening:
●
●
●
●
Effectively prepare for
class discussion by
critically reading the
text at hand and
reviewing notes prior
to class
Use literary and
academic terminology
that will best articulate
the works and matters
being discussed
Independently note
critical points made by
teacher or fellow
students during class
discussions
●
Guidelines for
effective class
discussions
(generated by
students and
teacher), i.e.:
procedure for polite,
respectful discussion
and listening,
necessity to provide
textual support for
ideas/opinions, and
the ability to
generate questions
based on discussion
Proper use of
academic and
literary vocabulary
in discussion
Speaking & Listening
Assessments:
Include but are not
limited to:
11-12.SL.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.
●
Socratic Seminar
●
Participation in
class discussions
11-12.SL.1.a 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.
●
Participation in
small-group
discussions
11-12.SL.1.b Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
●
Discuss literature
in small group or
whole class
discussions and
provide textual
11-12.SL.1.c 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.
●
●
Discuss and analyze
literary works in small
and large groups
Present group findings
to other groups and to
the class as a whole
●
Preface discussion
points with summary or
reference to a previous
speaker’s points
●
Select/provide
appropriate textual
evidence to support
ideas during class
discussion
●
Independently
workshop student work
(sometimes functioning
as a contributor and
sometimes as a group
leader)
●
Identify procedure for
socratic seminar
activities
●
Create questions in
response to readings
and interpretations of
texts
●
Respond to teacher and
student-directed
questions and
comments
●
Student and teacher
guidelines for
socratic seminars
and writer’s
workshop
support for
ideas/opinions
●
Shared journal
entries
●
Participate in both
teacher-led and/or
student driven
small and large
class discussion
11-12.SL.1.d ​
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. 11-12.SL.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.
11-12.SL.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.
11-12.SL.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.
11-12.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate.
CRP1.
Act as a responsible and contributing citizen and employee.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP9.
Model integrity, ethical leadership and effective management.
CRP12.
Work productively in teams while using cultural global competence.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
LanguageSWBAT​
:
●
Exhibit proper usage
in written and
spoken language
●
Identify use of
figurative language
and determine how it
contributes to the
meaning and
aesthetic impact of a
literary work
●
●
Language:
●
●
Recognize and
articulate a writer’s
purposeful use of
diction and syntax
Research unfamiliar
words and determine
meaning from
context clues
Language Assessments​
:
A review of
connotative and.
denotative
meanings of
words for
purposes of
wordplay, irony,
foreshadowing, or
humor
●
Review and
reinforcement of
grammatical
principles and
vocabulary
acquisition
●
●
Rhetorical
functions and
parallel structure
●
Task-specific
literary and
academic
terminology
●
●
Textbook and
work-specific
vocabulary unit
activities
Textbook and
work-specific
grammar exercises
and activities
Student note-taking,
reflecting
consideration of
challenging
vocabulary
Determining the
meaning of
unknown
vocabulary words
using context clues
in analytical writing
11-12.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
11-12.L.1.a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
11-12.L.1.b 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.
11-12.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
11-12.L.2.a Observe hyphenation conventions.
11-12.L.2.b Spell correctly.
11-12.L.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.
11-12.L.3.a 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.
11-12.L.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.
11-12.L.4.a 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.
11-12.L.4.b Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., ​
conceive,
conception, conceivable​
).
11-12.L.4.c 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.
11-12.L.4.d 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).
11-12.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text.
11-12.L.5.b Analyze nuances in the meaning of words with similar
denotations.
11-12.L.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
Unit 3 Overview
Unit: Love & Satire: ​
The Canterbury Tales, ​
the Romantic and Victorian Periods
Unit Summary:
This unit examines the development of satire in British literature focusing on the work of Chaucer, Swift, Austen, and Wilde. while also exploring
the literature of the Romantic and Victorian periods. Special attention will be given to the similarities and differences among these time periods
and our world today, particularly in reference to romantic love, the institution of marriage, women’s rights, and social conventions. In regard to
the drama and prose of the period, students will be focusing specifically on author's’ usage of tone, point of view, irony, dialogue, and narrative
structure. Composition in this unit will focus on developing a literary argument with use of evidence, with particular emphasis on a PARCC style
comparison of prose fiction.
Suggested Pacing: 30 lessons
Learning Targets
Unit Essential Questions:
● How is the respective subject matter of both Chaucer and the Romantic and Victorian writers shaped by the social and political history of
England and Europe?
● What is the social function of satire?
● How does satire achieve its critique of human nature and society?
● How and why has the form and content of the novel evolved over time?
● How do the literary elements (plot, structure, characterization, theme, irony, point of view, tone, symbolism, etc.) contribute to the reader’s
experience of a work of fiction and its subsequent meaning?
Unit Enduring Understandings:
● Satire uses humor and irony to illustrate the flaws of both society and human nature.
● Writing can and does affect social change.
● Literature both reflects and shapes the time period during which it was produced.
● Many of the innovative narrative techniques used in contemporary television and film originated with the novel.
● The ability to read a literary work from the point of view of the author as well as the audience allows for insight into literary technique,
process, and aesthetic impact.
● Close reading of a text can provide information essential to the author’s purpose, e.g. tone and rhetorical strategies in satire.
● Humor can be used to expose and/or illustrate ills in society.
Evidence of Learning
Unit Benchmark Assessment Information:
● Students will complete a comparative essay of two screen adaptations of a novel from the unit:
○ Select a single scene that was performed in both screen versions of the novel.
○ Consider how the performance of each production varied in its acting, visual aspect and ease of understanding.
○ Evaluate the effectiveness of each production, deciding which was more successful.
○ Use specific details from both productions to support his or her opinion in a fully developed essay.
Applicable
Texts
Anchor Text:
Poetry:
Excerpts from “The
Canterbury Tales” by
Geoffrey Chaucer
-”The Prologue to the
Canterbury Tales”
and selected tales
Short Stories:
Excerpts from “The
Decameron” by
Giovanni Boccaccio
-“Federigo’s Falcon”
In addition to the
anchor texts, teachers
will select a variety of
works from the list
below, including one
novel, in order to
accomplish the
objectives of the unit.
Students will be given
a selection of these
works to choose,
workshop, and read
independently in
literature circle
groups.
Novels:
Pride & Prejudice​
by
Jane Austen
Excerpts from ​
Gulliver’s
Travels​
by Jonathan
Swift (E, H)
Excerpts from ​
Alice in
Wonderland​
by Lewis
Carroll
Excerpts from the novels
of Charles Dickens (E, H)
Objectives
(Students will be able to…)
Reading Literature &
Informational TextsSWBAT​
:
·Identify and analyze the
use of humor and satire.
Essential
Content
Suggested
Assessments
Reading Literature &
Informational Texts​
:
Reading Literature &
Informational Text
Assessments:
·characteristics of
effective satire
·Identify the role class
played in the society at in
each time period examined.
·characteristics of
Pastoral, Romantic,
Gothic, and Victorian
literature
·Identify how both authors
and characters subvert well
established literary and
social conventions.
·social changes and
conventions of the
respective time periods
·Determine that when and
how an author chooses to
withhold or release
information contributes to
the dramatic tension of a
work.
·Determine how a shifting
point of view helps to
separate the narrator’s
attitude towards events
from the characters’’
attitudes towards events.
·Determine the how irony
can be dependent on point
of view.
·Identify how verbal,
dramatic, and situational
irony contribute to meaning
of a work.
·Determine how dialogue,
characterization, and
narrative structure
contribute to the reader’s
experience of a work and its
subsequent meaning.
·Facility identifying
and analyzing the
following literary
elements, including:
character (round, flat,
static, dynamic),
setting, plot,
characterization
(direct, indirect),
protagonist,
antagonist, conflict,
plot, point of view (1st,
3rd [limited,
omniscient]), theme,
flashback,
foreshadowing,
symbol, figurative
language (simile,
metaphor,
personification), irony
(verbal, situational,
dramatic)
connotation and
denotation, imagery,
figurative language,
meaning and ideas,
rhythm and meter,
tone, sound and
meaning, free verse,
and blank verse.
·Reading
comprehension
checks
·Passage analysis
quizzes
·Journal Entries
focused on style,
structure, and
meaning
·Collaborative
analysis questions
through Google Docs
·Note-taking and
annotations of
readings
·Characterization and
Conflict outlines with
evidence
·Literary analysis
essays
·Essay, Multiple
Choice and Short
Answer Tests
Standards
(NJCCCS CPIs, CCSS, NGSS, NJCRP)
11-12.RL.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.
11-12.RL.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.
11-12.RL.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).
11-12.RL.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.)
11-12.RL.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
11-12.RL.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).
11-12.RL.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.)
Pacing
Standard:
Medieval
Satire/
Canterbury
Tales:​
~10 lessons
Excerpts
from ​
Pride
and
Prejudice:
~ 10 lessons
Literature
Circle
Readings
~10 Lessons
Enriched:
Medieval
Satire:
~3
lessons
Canterbury
Tales:
~ 10 lessons
Formal Novel
Study
~10 lessons
Student
Literature
Circles
~10 lessons
Satire
Writing:
- 2 lessons
Honors:
Canterbury
Tales:
Jane Eyre ​
by Charlotte
Bronte (E, H)
Middlemarch​
by George
Eliot (E, H)
High Fidelity ​
by Nick
Hornby (E, H)
Drama:
The Importance of Being
Earnest​
by Oscar Wilde
(E, H)
Satirical Essay:
“A Modest Proposal” by
Jonathan Swift (S, E, H)
Selections from “An
Essay on Man” by
Alexander Pope (S, E, H)
·Determine how the literary
elements at work in a novel
serve to elicit reader
sympathy for the characters
and/or events.
·Analyze how a novel can
still be effective in regard to
meaning and aesthetic
impact even when the
reader does not have
sympathy for its characters.
·Determine how selection
and artistic unity contribute
to the meaning and
aesthetic impact of a
literary work.
from ​
A Vindication of the
Rights of Woman​
by
Mary Wollstonecraft (S,
E, H)
·Determine how the poetic
devices at work in a poem
serve to elicit reader
sympathy for the
characters, events, or
meanings.
Excerpts from Percy
Bysshe Shelley’s​
A
Defense of Poetry ​
(S, E,
H)
·Determine how the
author’s use of diction
impacts the effect and
meaning of the poem.
Informational Texts:
Excerpts from Jane
Austen’s letters (S, E, H)
Prose excerpts from ​
The
Norton Anthology of
British Literature ​
(S, E,
H)
-Excerpts from “A
History of the English
Speaking People” by
Winston Churchill (S, E,
H)
Films:
Scenes from ​
The
Importance of Being
Earnest ​
(E, H)
·Determine how imagery,
metaphor, and tone
contribute to the reader’s
experience of a work and its
subsequent meaning.
·Understand the difference
between a meaning and a
moral.
·Integrate ideas from an
informational text into their
analysis of a literary text
·Independently arrive at the
meaning of a work
11-12.RL.10
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
11-12.RI.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.
11-12.RI.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.
11-12.RI.3
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the
course of the text.
11-12.RI.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).
11-12.RI.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.
11-12.RI.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
~ 10 lessons
Student
Literature
Circles:
~8 Lessons
Jane Eyre
~ 10 lessons
Satire
Writing:
~2
lessons
Scenes from ​
Pride and
Prejudice ​
(S, E, H)
·Identify and apply textual
evidence to a literary
argument
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
·Determine and trace the
central idea(s) and/or
theme(s) of the text.
·Determine author’s point
of view.
·Make predictions,
connections, and
inferences.
·Use context clues before
and during reading.
·Establish background
knowledge.
·Determine the meaning of
words and phrases and how
they connect to the setting
and tone of the text
·Identify how the diction
and tone are used to
communicate the author’s
message and/or create
mood.
·Assess how themes relate
between and among texts
·Effectively annotate text
·Analyze the use and effects
of an author’s rhetorical
choices on the central
meaning of the text
Writing SWBAT:
Writing:
·Generate ideas for writing
through various strategies
including brainstorming
and freewriting
·Reinforce literary
essay structure
·Consistently using
literary present tense
Writing
Assessments:
·​
​
Journal assignments
11-12.W.1
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
11-12.W.1.a
Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
·Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and
audience.
when writing about
literature
·Essay structure for
comparing two works
·Passage analysis
essays for one or two
works of prose fiction
·Literary Essays on a
single work
·Parallel structure
·Integrate and analyze
textual evidence to support
assertions.
·Write a well-structured,
literary argument with a
central claim.
·Develop a claim with
evidence, and consider at
least one other point of
view.
·Analyze prose and
informational texts to form
connections
·Formulate and develop an
argument that synthesizes a
work of nonfiction with a
work of fiction
·Provide meaningful,
useful, and conscientious
feedback (written and oral)
on synthesis papers
produced by fellow
students.
·Complete purposeful
revisions competently
·Use language with
precision
-Correct usage of
pronouns (agreement,
reference and point of
view)
·Formulating thesis
statements
·Introduction of a
thesis, reasons and
evidence,
counter-argument, use
of transitions, tone,
and conclusion.
·Effective topic and
concluding sentences
·Effective
incorporation of
supporting text
·Effective quote
integration and
blending
·MLA format
guidelines
·Tests on a single
work
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
11-12.W.1.b
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.
11-12.W.1.c
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.
11-12.W.1.d
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
11-12.W.1.e
Provide a concluding statement or section that follows from and
supports the argument presented.
11-12.W.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.
11-12.W.2.a
Introduce a topic; organize complex ideas, concepts, and information
so that each new element builds on that which precedes it to create
unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
11-12.W.2.b
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.
11-12.W.2.c
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.
11-12.W.2.d
Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
11-12.W.2.e
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
11-12.W.2.f
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).
11-12.W.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
11-12.W.3.a
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.
11-12.W.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
11-12.W.3.c
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).
11-12.W.3.d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
11-12.W.3.e
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
11-12.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1-3 above.)
11-12.W.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. (Editing
for conventions should demonstrate command of Language standards
1-3 up to and including grades 11-12​
here​
​
.)
11-12.W.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.
11-12.W.​
9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
11-12.W.​
9.a
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").
11-12.W.​
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, and audiences.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP11.
Use technology to enhance productivity .
ET8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or professional
audience and present it to peers and/or professionals in that related area for
review.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or virtual
worlds to discuss a resolution to a problem or issue.
Speaking and ListeningSWBAT:
Speaking and
Listening:
·Effectively prepare for
class discussion by critically
reading the text at hand
prior to class
·Guidelines for
effective class
discussions (generated
by students and
teacher), i.e.,
procedure for polite,
respectful discussion
and listening, necessity
to provide textual
support for
ideas/opinions ,and
ability to generate
questions based on
discussion
·Use the literary and
academic terminology that
will best articulate the
matter being discussed.
·Independently note critical
points made by teacher or
fellow students during class
discussions.
·Discuss and analyze
literary works in small and
large groups.
·Present group findings to
other groups and to the
class as a whole
·Preface discussion points
with summary or reference
to a previous speaker’s
point
·Select/provide appropriate
textual evidence to support
ideas during class
discussion
·Independently workshop
student work (sometimes
functioning as a
·Proper literary and
academic terminology
·Guidelines for Socratic
Seminar
·Guidelines and
questions for
Writer’s Workshop
Speaking and
Listening
Assessments:
Include but are not
limited to:
·​
​
Socratic Seminar
·Participation in class
discussions
·Participation in
small-group
discussions
·Discuss literature in
small group or whole
class discussions and
provide textual
support for
ideas/opinions
·Shared journal
entries
·Participate in both
teacher-led and/or
student driven small
and large class
discussion.
● 11-12.SL.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.
● 11-12.SL.1.a 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.
● 11-12.SL.1.b Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
● 11-12.SL.1.c 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.
● 11-12.SL.1.d ​
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. ● 11-12.SL.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.
● 11-12.SL.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.
● 11-12.SL.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations
contributor and sometimes
as a group leader)
to enhance understanding of findings, reasoning, and evidence and
to add interest.
·Identify procedure for
Socratic Seminar
● 11-12.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate.
·Participate effectively in
Socratic Seminar
CRP1.
Act as a responsible and contributing citizen and employee.
·Create questions in
response to texts.
CRP2.
Apply appropriate academic and technical skills.
·Respond to teacher and
student-directed questions
and comments.
CRP4.
Communicate clearly and effectively and with reason.
·Select/provide appropriate
textual evidence to support
ideas during class
discussion.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
CRP9.
Model integrity, ethical leadership and effective management.
CRP12.
Work productively in teams while using cultural global competence.
ET8.1.12.A.3
Collaborate
in online courses, learning communities, social networks or virtual worlds to
discuss a resolution to a problem or issue.
LanguageSWBAT:
Language:
Language
Assessments​
:
● 11-12.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
May include:
● 11-12.L.1.a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
· Syntax
·Exhibit proper usage in
written and spoken
language.
·Diction
·Figurative language
·Identify use of figurative
language and determine
how it contributes to the
meaning and aesthetic
impact of a poem.
·Proper literary and
academic terminology
·Basic rhetorical
functions of parallel
structure.
·​
​
Passage analysis (in
particular
determining meaning
of unknown
vocabulary words
using context clues)
​
·Grammar and
sentence structure
● 11-12.L.1.b 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.
● 11-12.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
● 11-12.L.2.a Observe hyphenation conventions.
·Recognize and articulate a
writer’s purposeful use of
diction and syntax, in
addition to effectively using
diction and syntax in both
analytic and creative
writing.
·Use the literary and
academic terminology that
will best articulate the
matter being discussed.
·Vocabulary in context
assessed in ongoing
writing tasks
·Poetry analysis
·Analysis of a writer’s
use of language in
their prose response
essays.
● 11-12.L.2.b Spell correctly.
● 11-12.L.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.
● 11-12.L.3.a 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.
·Identify and use parallel
structure.
● 11-12.L.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.
·Identify the meanings of
words by using context
clues and dictionaries.
● 11-12.L.4.a 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.
● 11-12.L.4.b Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., ​
conceive,
conception, conceivable​
).
● 11-12.L.4.c 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.
● 11-12.L.4.d 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).
● 11-12.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
● 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text.
● 11-12.L.5.b Analyze nuances in the meaning of words with similar
denotations.
● 11-12.L.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving
them.
Unit 4 Overview
Unit Title: ​
The Individual & Society: The Modern and Contemporary Periods
​
Unit Summary:
This unit explores the modern and contemporary periods of British literature and looks at the similarities and differences between these time
periods and our world today, particularly in reference to how imperialism, colonialism, and threats to personal privacy impact identity and the
human spirit. In addition, the unit will continue to examine the development of the novel. Particular emphasis will also be placed on examining
nonfiction texts in preparation for a synthesis paper. Composition in this unit will focus on the development of a multiple source synthesis paper.
Suggested Pacing: 30 lessons
Learning Targets
Unit Essential Questions:
● How is the respective subject matter of modern and contemporary British writers shaped by the history of the English church?
● How is the individual’s role in modern times differ from his/her role in Anglo-Saxon, Medieval or Renaissance times?
● How does power impact the individual? Does the burden or privilege of power impact all equally? And what kind of character is
susceptible to its sway?
● How is the respective subject matter of modern and contemporary British writers shaped by the social and political history of Europe,
England, and its colonies?
● What fundamental ideas about Western civilization are evident in the values of the 20th century British Empire?
● How has the relationship between the individual and the state evolved from the modern period to the present?
● How has colonialism altered the human experience?
● What plays the primary role in determining one’s destiny, fate or free will?
Unit Enduring Understandings:
● An individual’s experience is shaped by the dichotomy between his/her personal beliefs and the dominant values of the culture he/she is
immersed in.
● Power is a force that shapes both the person with power and the person subject to it.
● From Anglo-Saxon times to the present, individuals have always strived to retain their humanity regardless of the social forces opposing
them.
● Literature dramatizes the human experience by showing how socio-historical forces shape human consciousness which, in turn, shapes
human action.
● Synthesis requires close reading and reflection.
● Writers must rely upon a variety of sources to obtain information.
● Writers must be clear on the specific purpose of their writing in order to be effective.
Evidence of Learning
Unit Benchmark Assessment Information:
● Students will complete a PARCC-style objective assessment based on a selected work of nonfiction.
○ Reading will be excerpted or complete, depending on level.
○ Students will read and annotate the nonfiction essay in class.
○ Students will complete multiple choice questions and include references to the specific textual evidence they used to arrive at their
selections.
○ Questions for the objective assessment will be adapted according to skill level while maintaining the integrity of the core standards
they assess.
Applicable
Texts
Objectives
(Students will be able to…)
Anchor Text:
-Things Fall Apart
by Chinua Achebe
Reading Literature &
Informational TextsSWBAT​
:
I​
n addition to the
anchor text,
teachers will select
a variety of works
from the list below
in order to
accomplish the
objectives of the
unit. In some
cases, works are
suggested for
specific levels.
·Identify connections between
modern protagonists and
classical protagonists.
Novels:
A Star Called Henry
by Roddy Doyle (E,
H)
1984​
by George
Orwell (E, H)
Short Stories:
The Loneliness of the
Long Distance
Runner​
by Alan
Sillitoe (S, E, H)
Poetry:
“The Second Coming”
by W.B. Yeats (E, H)
“In Which the Ancient
History I Learn is not
My Own” by Eavan
Boland (S, E, H)
Selected poems by
Derek Walcott (E, H)
Selected poems by
Seamus Heaney (E,
H)
Nonfiction Texts:
·Determine how an author
establishes the values of the
culture he/she is depicting.
·Determine that conflict is
created through the
disjunction between a
character’s values and the
values of his/her society.
·Determine how a shifting
point of view can show the
difference between a
character’s attitude towards
events and society’s attitude
towards events.
·Identify the characteristics of
tragedy and how they
contribute to the meaning and
aesthetic impact of a work.
·Identify the use of metaphor
and determine how it
contributes to the layers of a
work’s meaning.
·Determine how
characterization and
symbolism contribute to the
reader’s experience of a work
and its subsequent meaning.
·Determine how irony,
dialogue, and narrative
structure contribute to the
Essential
Content
Reading Literature &
Informational Texts​
:
·Ibo values and
Western values
Suggested
Assessments
Reading Literature
& Informational
Text Assessments:
Standards
(NJCCCS CPIs, CCSS, NGSS, NJCRP)
11-12.RL.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.
Pacing
Standard:
Personal
Narrative
using
Kincaid text
as a model
~3 Lessons
·The Berlin Conference
·Reading
comprehension
checks
·characteristics of a
tragedy
·Passage analysis
quizzes
11-12.RL.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.
·the function of an
epigram
·Journal Entries
focused on style,
structure, and
meaning
11-12.RL.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).
Nonfiction
Texts:
~5 Lessons
·Collaborative
analysis questions
through Google Docs
11-12.RL.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.)
Enriched:
·the importance of
ritual and myth
·Biblical allusions
Literary elements,
including:
character (round, flat,
static, dynamic),
setting, plot,
characterization
(direct, indirect),
protagonist,
antagonist, conflict,
plot, point of view (1st,
3rd [limited,
omniscient]), theme,
flashback,
foreshadowing,
symbol, figurative
language (simile,
metaphor,
personification), irony
(verbal, situational,
dramatic)
·Characteristics of
personal narrative
·Portraying personal
truth and experience in
·Note-taking and
annotations of
readings
·Characterization
and Conflict outlines
with evidence
·Literary analysis
essays
·Style/meaning
quizzes on fresh texts
·Essay, Multiple
Choice and Short
Answer Tests
-PARCC-style
objective assessment
for nonfiction
reading
11-12.RL.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
11-12.RL.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).
11-12.RL.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.)
11-12.RL.10
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
Things Fall
Apart:
~22 Lessons
Personal
Narrative
~2
lessons
Things Fall
Apart:
~9
lessons
1984:
~ 14
lessons
Nonfiction
Texts:
~5
lessons
Honors:
Personal
Narrative
~2
lessons
Things Fall
Apart:
“Shooting an
Elephant” and
“Politics and the
English Language” by
George Orwell (S, E,
H)
“The Empire Fights
Back” by Chinua
Achebe (S, E, H)
“On Seeing England
for the First Time” by
Jamaica Kincaid (S,
E, H)
prose excerpts from
The Norton
Anthology of British
Literature ​
(S, E, H)
How To Read
Literature Professor
by Thomas C. Foster
(E, H)
-Excerpts from “A
History of the English
Speaking People” by
Winston Churchill (S,
E, H)
reader’s experience of a work
and its subsequent meaning.
non-fiction literary
texts
·Determine how selection and
artistic unity contribute to the
meaning and aesthetic impact
of a literary work.
·Narrative elements
and techniques
including: setting,
action, character,
conflict, resolution,
summarizing,
dramatizing
·Analyze how a novel can still
be effective in regard to
meaning and aesthetic impact
even when reader does not
have sympathy for the
characters.
·Determine and trace the
central idea(s) and/or
theme(s) of the text.
·Determine author’s point of
view.
·Make predictions,
connections, and inferences.
·Use context clues before and
during reading.
·Establish background
knowledge.
·Determine the meaning of
words and phrases and how
they connect to the setting and
tone of the text
·Identify how the diction and
tone are used to communicate
the author’s message and/or
create mood.
11-12.RI.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.
11-12.RI.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.
·Narrative structure
·Descriptive techniques
and significant detail
11-12.RI.3
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the
course of the text.
·Rhythm in prose
11-12.RI.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).
11-12.RI.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.
11-12.RI.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.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
·Assess how themes relate
between and among texts
CRP6.
Demonstrate creativity and innovation.
·Effectively annotate text
CRP7.
Employ valid and reliable research strategies.
·Analyze the use and effects of
an author’s rhetorical choices
on the central meaning of the
text
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving them.
~8
lessons
Novel Study
~16
lessons
Nonfiction
Texts:
~4
lessons
Writing SWBAT:
Writing:
Writing:
·Smoothly integrate and
analyze textual evidence and
literary criticism to support
assertions.
·Emphasize literary
analysis structure
·​
​
Journal
assignments
·Essay structure for
comparing two works
·Passage analysis
essays for one or two
works of nonfiction
·Write a well-structured,
multiple source, formal,
literary argument with a
central claim, develop the
claim with evidence, and
consider at least one other
point of view.
·Analyze prose and
informational texts to form
connections
·Formulate and develop an
argument that weighs the
respective merit of two works
of nonfiction.
·Provide meaningful, useful,
and conscientious feedback
(written and oral) on the
synthesis papers produced by
their fellow students.
·Complete purposeful revisions
of their synthesis papers.
·Establish point of view and
introduce situation
·Incorporate narrative
techniques into writing to
create smooth progression of
experiences
·Generate ideas for writing
through various strategies
including brainstorming and
freewriting
·Parallel Structure
·Introduction of a
thesis, reasons and
evidence,
counter-argument, use
of transitions, tone,
and conclusion.
·MLA format
guidelines
·Components of
writing process
·Narrative writing:
establish point of view,
introduce
narrator/characters,
create sequence of
events; incorporate
dialogue, description,
reflection; structure
sequence of events;
precise language,
details, and sensory
language; conclusion
that provides reflection
·Writer’s purpose and
audience
·Literary Essays on a
single work
·Style/meaning
quizzes on fresh texts
·Synthesis essay
·Personal narrative
using Kincaid essay
as a model
11-12.W.1
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
11-12.W.1.a
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.
11-12.W.1.b
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.
11-12.W.1.c
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.
11-12.W.1.d
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
11-12.W.1.e
Provide a concluding statement or section that follows from and
supports the argument presented.
11-12.W.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.
11-12.W.2.a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create unified
whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
11-12.W.2.b
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 a variety of narrative
techniques to create tone,
cohesion and clarity
·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 concluding section
that follows from and reflects
on what is experienced,
observed, or resolved over the
course of the narrative.
·Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
11-12.W.2.c
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.
11-12.W.2.d
Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
11-12.W.2.e
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
11-12.W.2.f
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).
11-12.W.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
11-12.W.3.a
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.
11-12.W.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
11-12.W.3.c
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).
11-12.W.3.d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
11-12.W.3.e
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
11-12.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1-3 above.)
11-12.W.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. (Editing
for conventions should demonstrate command of Language standards
1-3 up to and including grades 11-12​
here​
​
.)
11-12.W.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.
11-12.W.​
9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
11-12.W.​
9.a
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").
11-12.W.​
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, and audiences.
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP7.
Employ valid and reliable research strategies.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11.
Use technology to enhance productivity .
ET8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or professional
audience and present it to peers and/or professionals in that related area for
review.
ET8.1.12.A.3
Collaborate in online courses, learning communities, social networks or virtual
worlds to discuss a resolution to a problem or issue.
ET8.1.12.D.2
Evaluate consequences of unauthorized electronic access (e.g., hacking) and
disclosure, and on dissemination of personal information.
ET8.1.12.D.3
Compare and contrast policies on filtering and censorship both locally and
globally.
ET8.1.12.D.4
Research and understand the positive and negative impact of one’s digital
footprint.
ET8.1.12.D.5
Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning,
and career needs.
ET8.1.12.E.2
Research and evaluate the impact on society of the unethical use of digital tools
and present your research to peers.
Speaking and Listening:
SWBAT:
Speaking and
Listening:
·Effectively prepare for class
discussion by critically reading
the text at hand prior to class
·Guidelines for
effective class
discussions (generated
by students and
teacher), i.e.,
procedure for polite,
respectful discussion
and listening, necessity
to provide textual
support for
ideas/opinions ,and
·Use the literary and academic
terminology that will best
articulate the matter being
discussed.
·Independently note critical
points made by teacher or
Speaking and
Listening
Assessments:
Include but are not
limited to:
·​
​
Socratic Seminar
·Participation in
class discussions
● 11-12.SL.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.
● 11-12.SL.1.a 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.
● 11-12.SL.1.b Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
fellow students during class
discussions.
·Discuss and analyze literary
works in small and large
groups.
·Present group findings to
other groups and to the class
as a whole
·Preface discussion points with
summary or reference to a
previous speaker’s point
·Select/provide appropriate
textual evidence to support
ideas during class discussion
·Independently workshop
student work (sometimes
functioning as a contributor
and sometimes as a group
leader)
·Identify procedure for Socratic
Seminar
·Participate effectively in
Socratic Seminar
·Create questions in response
to texts.
·Respond to teacher and
student-directed questions and
comments.
·Select/provide appropriate
textual evidence to support
ideas during class discussion.
ability to generate
questions based on
discussion
·Participation in
small-group
discussions
·Proper literary and
academic terminology
·Discuss literature in
small group or whole
class discussions and
provide textual
support for
ideas/opinions
·Guidelines for Socratic
Seminar
·Guidelines and
questions for
Writer’s Workshop
·Shared journal
entries
·Participate in both
teacher-led and/or
student driven small
and large class
discussion.
● 11-12.SL.1.c 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.
● 11-12.SL.1.d ​
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. ● 11-12.SL.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.
● 11-12.SL.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.
● 11-12.SL.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.
● 11-12.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate.
CRP1.
as a responsible and contributing citizen and employee.
Act
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9.
Model integrity, ethical leadership and effective management.
CRP12.
Work productively in teams while using cultural global competence.
ET8.1.12.A.3
Collaborate in
online courses, learning communities, social networks or virtual worlds to
discuss a resolution to a problem or issue.
Language:
Language:
SWBAT:
· Syntax
·Exhibit proper usage in
written and spoken language.
·Diction
·Recognize and articulate a
writer’s purposeful use of
diction and syntax, in addition
to effectively using diction and
syntax in both analytic and
creative writing.
·Use the literary and academic
terminology that will best
articulate the matter being
discussed.
·Proper literary and
academic terminology
·Basic rhetorical
functions of parallel
structure.
·Vocabulary in context
Language
Assessment​
:
● 11-12.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
May include:
● 11-12.L.1.a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
·​
​
Passage analysis (in
particular
determining
meaning of unknown
vocabulary words
using context clues)
​
·Grammar and
sentence structure
assessed in ongoing
writing tasks
·Identify and use parallel
structure.
·Analysis of a writer’s
use of language in
his/her nonfiction
response essays.
·Identify the meanings of
words by using context clues
and dictionaries.
·Use of proper
terminology in
synthesis essay
·Use of proper
diction in college
essay
● 11-12.L.1.b 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.
● 11-12.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
● 11-12.L.2.a Observe hyphenation conventions.
● 11-12.L.2.b Spell correctly.
● 11-12.L.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.
● 11-12.L.3.a 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.
● 11-12.L.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.
● 11-12.L.4.a 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.
● 11-12.L.4.b Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., ​
conceive,
conception, conceivable​
).
● 11-12.L.4.c 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.
● 11-12.L.4.d 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).
● 11-12.L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
● 11-12.L.5.a Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text.
● 11-12.L.5.b Analyze nuances in the meaning of words with similar
denotations.
● 11-12.L.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.
CRP1.
as a responsible and contributing citizen and employee.
Act
CRP2.
Apply appropriate academic and technical skills.
CRP4.
Communicate clearly and effectively and with reason.
CRP6.
Demonstrate creativity and innovation.
CRP8.
Utilize critical thinking to make sense of problems and persevere in solving them.