Madison Public Schools
AP Literature and Composition
Grade 12
Written by:
Jason S. Ellrott
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Dr. Mark R. DeBiasse
Supervisor of Humanities
Approval date:
October 14, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
AP Literature and Composition is designed to meet the course descriptions and guidelines outlined by the College Board. The larger
goals of the course are those of an advanced literature and writing course aimed at exposing students to a broad range of literary
works, enhancing both expository and expressive writing skills, nurturing insight and perception through regular class sessions. The
study of literature and poetry 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 tone, diction, syntax, figures of speech, irony, themes,
and motifs. Students will also be responsible to read and discuss literary criticism and theory in conjunction with selected primary
works. Students will also apply reading of collateral poetry, essays, and nonfiction to their analysis of each work. Vocabulary skills will
be developed through the literature and through a deliberate study of literary terminology. Assessment will consist of frequent
journal writings, reading quizzes, free response writings, and both prose and poetry response pieces derived from the works studied
but patterned after previous AP questions. Journal entry prompts will focus on literary analysis, asking students to respond to style,
meaning or both of a previously read story or of a passage presented to them in class that day. Quizzes will primarily focus on literary
analysis as well. The AP-style essay questions for the unit and the course will all be patterned after the following template: How does
the style and structure of the passage convey the meaning of the passage as a whole? This course will be writing intensive, with the
students writing a new piece every other week in order to develop both their powers of interpretation and articulation. Students will
write a mixture of journal response, timed in-class prose and poetry analyses, timed free response essays, process papers (that
incorporate multiple drafts and revisions), and an extended length poetry-based research paper. Writing is assessed at times by the
teacher, at times by the student and peers, and at times by both. Range finder exercises and discussions will allow students to gain
feedback and revise their own writing. Grammar will be studied as the need arises and connected directly to individual student needs.
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;
● foster the ability to independently comprehend and analyze a fresh literary work, and to be able to articulate how the style and
structure of the work conveys its meaning and aesthetic impact;
● 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.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: The Short Story
Unit Summary:
The unit explores the short story elements of plot, structure, characterization, theme, irony, point of view, tone, symbolism, etc., not just as
elements themselves but as they contribute to the overall effect of the piece. This unit also serves as the introduction to timed AP-style literary
analysis. We will use the criteria established by Aristotle, Shklovsky, James Wood, and the Perrine fiction reader to form the basis of our
aesthetic evaluation of literature. We will discuss how considering the principles of artistic unity, authorial intention, and the respective
functions of dramatized and summarized narrative form can help us assess the merit of a work. Students will develop their ability to
independently assert the predominant stylistic merits of a work of fiction as well as develop their ability to articulate the meaning of a work of
fiction, and then to illustrate (in essay form) how the style conveys the meaning of the work. Students will also strive to transcend the analytical
mode of discussing the literary elements in isolation and work towards understanding and articulating how a work’s given literary elements
function as an organic whole for a common end. The culminating exercises for this unit will be the evaluating fiction essay as well as the student
produced and workshopped short story.
Suggested Pacing: 20 lessons
Learning Targets
Unit Essential Questions:
● What does it mean to say that “Literature is experiential”?
● What is critical reading and why is the practice of critical reading so important?
● 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 and its subsequent meaning?
● How can a writer’s choices regarding what to dramatize and what to summarize contribute to the effectiveness of a short story?
● How does knowledge of proper literary terms help a writer formulate a more effective argument?
● Is reader sympathy for the characters and/or events important to the effectiveness of the story as a whole?
● How do students identify central themes in a passage of literature?
● Why is a focused reexamination of a text a key step in developing an analytical thesis statement?
● Why is establishing a context for and smoothly integrating quotes critical to developing an effective literary analysis essay?
● Why is clear and specific word choice important to writing and discussion?
Unit Enduring Understandings:
● Experiencing literature firsthand leads to a deeper understanding.
● Critical reading means being invested in questioning a text.
● A writer’s artistic choices contribute to the meaning of the work as a whole.
● While reader identification with the characters or events is a critical factor in many stories, it is not essential for every story.
● Employing a focused and specific thesis statement is essential to developing a unified and coherent analysis.
● Using and noting clear and specific word choices helps to both convey meaning and aid understanding.
Evidence of Learning
Unit Benchmark Assessment Information:
The major assessment for the unit will consist of an essay comparing the merits of two traditional short stories (the evaluating fiction essay).
Applicable Texts
Anchor Text:
Perrine’s Story and
Structure:
Literary Elements:
“Reading the Story”, “Plot
and Structure”, and “Point
of View”
Related Texts:
“The Short Happy Life of
Francis Macomber” by
Ernest Hemingway
“The Swimmer” by John
Cheever
“Characterization”,
“Theme”,
and “Humor and Irony”
Related Texts:
“Hunters in the Snow” by
Tobias Wolff
“How I Met My Husband”
by Alice Munro
“You’re Ugly, Too “ by
Lorrie
Moore
“Symbol, Allegory, and
Fantasy”
Related Texts:
“A Very Old Man with
Objectives
(Students will be able to…)
Reading Literature and Literary
Nonfiction/ Informational Texts:
·Determine how selection and artistic
unity contribute to the meaning and
aesthetic impact of a story.
·Determine how the literary elements
at work in a story serve to elicit reader
sympathy for the characters and/or
events.
·Determine how point of view and
narrative structure contribute to the
reader’s experience of a work and its
subsequent meaning.
·Determine how characterization,
irony, and symbolism contribute to the
reader’s experience of a work and its
subsequent meaning.
·Analyze how a story can still be
effective in regard to meaning and
aesthetic impact even when reader
does not have sympathy for the
characters.
·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.
·Identify and analyze the use of humor
and satire.
Essential
Content
Reading
Literature and
Nonfiction/
Informational
Texts:
Content
appearing in the
following
Chapters and
associated
stories from
Perrine’s:
· “Reading the
Story”, “Plot and
Structure”, and
“Point of View”
·“Characterizati
on”, “Theme”,
and “Humor
and Irony”
· “Symbol,
Allegory, and
Fantasy”
·“Critical
Perspectives”
·“Evaluating
Fiction”
Suggested
Assessments
Standards
(NJCCCS CPIs, CCSS, NGSS)
Pacing
Reading
Literature and
Nonfiction/
Informational
Texts:
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.
·5 lessons
May include:
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.
·3 lessons
·Reading
comprehension
checks
·Passage analysis
quizzes
· Journal
assignments
(focus articulated
in the Evidence of
Learning section)
·Literary analysis
essays
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).
Perrine’s
“Reading the
Story, Plot and
Structure, and
Point of View
Perrine’s
“Characterizati
on”, “Theme”,
and “Humor
and Irony”
·2 lessons
Perrine’s
“Symbol,
Allegory, and
Fantasy”
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.)
·4 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
·1 lesson
·Literary
elements,
including:
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).
genre, character
(round, flat,
static, dynamic),
11-12.RL.7
Analyze multiple interpretations of a story, drama, or poem (e.g.,
Perrine’s
Critical
Perspectives on
Chekhov,
O’Connor, and
Oates
Perrine’s
“Writing About
Fiction”
·2 lessons
“Evaluating
Fiction”
·3 lessons
Story
Workshop
Enormous Wings” by
Gabriel Garcia Marquez
·Identify and apply textual evidence to
a literary argument.
“Critical Perspectives on
Chekhov”
·Independently analyze and evaluate
the literary merit of a short story.
Related Texts:
·Read and recall evidence from the
text.
“Gooseberries” &
“The Lady with the Pet
Dog”
by Anton Chekhov
“Critical Perspectives on
O’Connor”
“A Late Encounter with the
Enemy” &”Greenleaf” by
Flannery O’Connor
·Demonstrate close textual
reading skills.
·Summarize the major events of
the text.
·Determine and trace the central
idea(s) and/or theme(s) of the text.
·Determine author’s point of view.
“Critical Perspectives on
Oates”
·Make predictions, connections, and
inferences.
“Life After High School”,
“Heat”, & “The Lady with
the Pet Dog” by Joyce
Carol Oates
·Use context clues before and during
reading.
“Evaluating Fiction”
Related Texts:
“A New Leaf” by F. Scott
Fitzgerald
“Roman Fever”
by Edith Wharton
Short Stories: American
Short Story Masterpieces by
Raymond Carver (Editor)
and Tom Jenks (Editor)
“Sonny’s Blues” by James
Baldwin
“Weekend” by Ann Beattie
·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.
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)
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.)
·Author’s
purpose/POV
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.
·Rhetoric,
word choice,
and
tone
·Impact of
culture
on characters
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.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.
Best American Short
Stories 2004 by Lorrie
Moore (Editor)
“What You Pawn I Will
Redeem” by Sherman
Alexie
“Tooth and Claw” by T. C.
Boyle
“Sticks” by George
Saunders
“Bullet in the Brain” by
Tobias Wolff
“Chixculub” by T. C. Boyle
“Shamengwa” by Louise
Erdrich
“The Death of Justina” by
John Cheever
Informational Texts:
excerpts from Aristotle’s
Poetics
excerpts from Adam
Smith’s
The Theory of Moral
Sentiments
excerpts from Victor
Shklovsky’s Theory of
Prose
excerpts from James
Wood’s How Fiction
Works
Writing:
Writing:
·Formulate a thesis statement and
supporting argument for how the style
and structure of a story conveys the
·Introduce AP
rubric for
literary
Writing:
· Journal
assignments
(focus articulated
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.
meaning of the work.
responses
·Smoothly integrate and analyze
textual evidence to support assertions.
·Literary
analysis
structure
·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.
·Analyze fiction and informational
texts to form connections.
·Formulate and develop an argument
that weighs the respective literary
merit of two short stories.
·Compose a short story that is
artistically unified and that makes
purposeful use of literary elements to
achieve a considered effect.
·Provide meaningful, useful, and
conscientious feedback (written and
oral) on the stories produced by their
fellow students.
·Complete purposeful revisions of their
individual story until it is ready to
submit for publication in Glyphs or in
other comparable literary venues for
student work.
in the Evidence of
Learning section)
·Style/ meaning
quizzes on fresh
texts
·Essay structure
for comparing
two works
·2 Passage
analysis essays
·Parallel
Structure
·1 Evaluating
fiction essay
·Perrine’s
“Writing About
Fiction”
·1 Short story
·Introduction of
a thesis, reasons
and evidence,
counterargument, use
of transitions,
tone, and
conclusion.
·MLA format
guidelines
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.
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 wellstructured 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 earlytwentieth-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.
Speaking and Listening:
·Effectively prepare for class
discussion by critically reading the text
at hand prior to class.
·Use the literary and academic
terminology that will best articulate
the matter being discussed.
·Independently note critical points
made by teacher or fellow students
Speaking and
Listening:
·Guidelines for
effective class
discussions
(generated by
students and
teacher), i.e.,
procedure for
polite,
respectful
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
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
produced stories (sometimes
functioning as a contributor and
sometimes as a group leader).
·Identify procedure for Socratic
Seminar.
discussion and
listening,
necessity to
provide textual
support for
ideas/opinions
and ability to
generate
questions based
on discussion
·Proper literary
and academic
terminology
·Guidelines for
Socratic
Seminar
·Guidelines and
questions for
Writer’s
Workshop
·Participate effectively in Socratic
Seminar.
·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.
·Participation and
mediation of
writer’s workshop
·Create questions in response to texts.
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.2
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any
discrepancies among the data.
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.
·Respond to teacher and studentdirected questions and comments.
·Select/provide appropriate textual
evidence to support ideas during class
discussion.
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.6
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
Language:
Language:
·Exhibit proper usage in written and
spoken language.
·Diction and
Syntax
Language
Assessment:
May include:
11-12.L.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
·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.
·Parallel
structure
·Proper literary
and academic
terminology
·Identify and use parallel structure.
·Basic rhetorical
functions of
parallel
structure
·Identify the meanings of words by
using context clues and dictionaries.
·Vocabulary in
context
· Passage analysis
(in particular
determining
meaning of
unknown
vocabulary words
using context
clues)
11-12.L.1.a
Apply the understanding that usage is a matter of convention,
can change over time, and is sometimes contested.
·Grammar and
sentence structure
assessed in
ongoing writing
tasks
11-12.L.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
·Analysis of a
writer’s use of
language in their
prose response
essays
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.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 multiplemeaning 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 domainspecific 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.
Unit 2 Overview
Unit Title: Poetry
Unit Summary:
This unit will focus on how to read poetry, with particular emphasis on the use of connotation and denotation, imagery, figurative language,
meaning and ideas, rhythm and meter, tone, sound and meaning, not just as elements as themselves, but as they contribute to the overall effect
of the piece. The unit includes an analysis of different types of poetic forms such as the sonnet, the ballad, and the narrative poem and covers
poetry from the 16th century to the present. We will use the criteria established by the Perrine poetry reader as well as major literary voices such
as Coleridge, Dickinson, and Frost to form the basis of our aesthetic evaluation of poetry. We will discuss how considering the principles of
artistic unity, authorial intention, and poetic technique can help us assess the merit of a poem. Students will develop their ability to
independently assert the predominant stylistic merits of a poem as well as develop their ability to articulate the meaning of a poem, and then to
illustrate (in essay form) how the style conveys the meaning of the work. Students will also strive to transcend the analytical mode of discussing
poetic devices in isolation and work towards understanding and articulating how a poem’s given literary elements function as an organic whole
for a common end. The culminating exercises for this unit will be the evaluating poetry essay as well as a poetry based research paper and
presentation focusing on poems that have appeared on previous AP exams.
Suggested Pacing: 16 lessons
Learning Targets
Unit Essential Questions:
● What is poetry, why did it develop as an artistic form, and what does it provide that other artistic forms do not?
● Why analyze poetry?
● Does poetry have to mean something?
● How do the poetic elements (connotation and denotation, imagery, figurative language, meaning and ideas, rhythm and meter, tone,
sound and meaning) contribute to the reader’s experience of a work and its subsequent meaning?
● How and why has poetic style and content evolved over time?
● How does knowledge of proper poetic terms help a writer formulate a more effective argument?
● How do students articulate the central idea of a poem?
● Why is a focused reexamination of a poem a key step in developing an analytical thesis statement?
● Why is establishing a context for and smoothly integrating quotes critical to developing an effective literary analysis essay?
● Why is clear and specific word choice important to writing and discussion?
Unit Enduring Understandings:
● Poetry as an artistic form endures because poetry provides pleasure in the Aristotelian sense; it allows the reader to be an active
participant in the creation and recognition of its meaning.
● Poetry allows us to imaginatively participate or experience the complexity of life as opposed to providing us with an objective articulation
about the complexity of life.
●
●
●
●
In good poetry every aspect of the poem’s construction contributes to the aesthetic impact of the work.
Poetry is the most condensed and concentrated form of literature.
When analyzing poetry, an effective thesis statement should always address the form and/or structure of the poem.
Use of the correct poetic terminology helps to both convey meaning and aid understanding.
Evidence of Learning
Unit Benchmark Assessment Information:
The major assessments for the unit will consist of an essay comparing the merits of two poems (the evaluating poetry essay) and a poetry based
research paper and presentation focusing on poems that have appeared on previous AP exams.
Applicable Texts
Anchor Text:
Perrine’s Sound and Sense:
“What is Poetry?”, “Reading
the Poem”, and “Pattern”
Related Texts:
“Introduction to Poetry” by
Billy Collins
“Silence” by Billy Collins
“The Rope” by Mark Doty
“Digging”, “Weighing In”, and
“St. Kevin and the Blackbird”
by Seamus Heaney
“Facing It” by Yusef
Komunyakaa
“Denotation and Connotation”,
“Imagery”, and “Meaning and
Idea”
Objectives
(Students will be able to…)
Reading Literature and
Literary Nonfiction/
Informational Texts:
SWBAT
·Comprehend and utilize
literary criticism in an
analytical argument.
·Determine how selection
and artistic unity contribute
to the meaning and aesthetic
impact of a poem.
·Determine how the poetic
devices at work in a poem
serve to elicit reader
sympathy for the characters,
events, or meanings.
·Identify and analyze how
poetic form and structure
contribute to the meaning
and aesthetic impact of a
poem.
Related Texts:
“One Art” by Elizabeth Bishop
“Design” by Robert Frost
“‘Faith’ is a fine invention” by
Emily Dickinson
“On the Sonnet” by John Keats
·Determine how the author’s
use of diction impacts the
effect and meaning of the
poem.
·Determine how imagery,
metaphor, and tone
contribute to the reader’s
experience of a work and its
subsequent meaning.
“Sonnet” by Billy Collins
“Figurative Language 1,2 and
3” and “Allusion”
Related Texts:
·Understand the difference
between a meaning and a
moral.
·Integrate ideas from an
informational text into their
Essential
Content
Suggested
Assessments
Reading Literature
and Nonfiction/
Informational
Texts:
Reading
Literature and
Nonfiction/Infor
mational Texts:
Content appearing
in the following
Chapters and
associated stories
from Perrine’s:
“What is Poetry?”,
“Reading the
Poem”, and
“Pattern”
“Denotation and
Connotation”,
“Imagery”, and
“Meaning and Idea”
“Figurative
Language 1,2 and 3”
and “Allusion”
“Musical Devices”,
“Rhythm and
Meter”, and “Sound
and Meaning”
“Evaluating Poetry
1 & 2”
“Writing About
Poetry”
·Facility identifying
and analyzing the
following poetic
techniques
including:
connotation and
denotation,
imagery, figurative
May include:
·Reading
comprehension
checks
·Poetry analysis
quizzes
· Journal
assignments (focus
articulated in the
Evidence of
Learning section)
·Literary analysis
essays
Standards
(NJCCCS CPIs, CCSS, NGSS)
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.)
Pacing
·3 lessons
Perrine’s “What is
Poetry?”, “Reading
the Poem”, and
“Pattern”
·2 lessons
Perrine’s
“Denotation and
Connotation”,
“Imagery”, and
“Meaning and
Idea”
·2 lessons
Perrine’s
“Figurative
Language 1,2 and
3” and “Allusion”
·3 lessons
Perrine’s “Musical
Devices”, “Rhythm
and Meter”, and
“Sound and
Meaning”
·2 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
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.
Perrine’s
“Evaluating Poetry
1 & 2”
·1 lesson
Perrine’s “Writing
About Poetry”
·3 lessons
Research and
Research Paper
Workshop
“I taste a liquor never brewed”
by Emily Dickinson
“A Valediction: Forbidding
Mourning” by John Donne
“The History Teacher” by Billy
Collins
“A Considerable Speck” by
Robert Frost
“The Unknown Citizen” by W.
H. Auden
analysis of a poem.
·Independently arrive at the
meaning of a poem.
·Identify and apply textual
evidence to a literary
argument.
·Independently analyze and
evaluate the literary merit of
a poem.
“in Just--” by e. e. cummings
·Read and recall evidence
from the text.
“On His Blindness” by John
Milton
·Demonstrate close textual
reading skills.
“Yet Do I Marvel” by Countee
Cullen
·Summarize the
major events of
the text.
“Musical Devices”, “Rhythm
and Meter”, and “Sound and
Meaning”
Related Texts:
·Determine and trace the
central idea(s) and/or
theme(s) of the text.
“We Real Cool” by Gwendolyn
Brooks
·Determine author’s point of
view.
“As imperceptibly as Grief” by
Emily Dickinson
·Make predictions,
connections, and inferences.
“Nothing Gold Can Stay” by
Robert Frost
·Use context clues before and
during reading.
“Had I the Choice” by Walt
Whitman
·Establish background
knowledge.
“The Aim Was Song” by Robert
Frost
“A Blessing” by James Wright
“Anthem for Doomed Youth”
by Wilfred Owen
“Golden Retrievals” by Mark
Doty
·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
language, meaning
and ideas, rhythm
and meter, tone,
sound and meaning,
free verse, and
blank verse
·Facility identifying
and discussing the
following poetic
forms: sonnet,
ballad, narrative,
ode, pantoum, terza
rima, villanelle,
sestina, heroic
couplet, and elegy
(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.
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.
in a non-fiction text.
“A Fire-Truck” by Richard
Wilbur
·Assess how themes relate
between and among texts.
“Evaluating Poetry 1 & 2”
·Effectively annotate text.
“Writing About Poetry”
·Analyze the use and effects
of an author’s rhetorical
choices on the
central meaning of a nonfiction text.
Additional Poetry
Resources:
The Best American Poetry
2012 edited by Mark Doty
The Making of a Poem edited
by Eavan Boland and Mark
Strand
Opened Ground: Selected
Poems 1966-1996 by Seamus
Heaney
Atlantis: Poems by Mark Doty
The Norton Anthology of
Poetry edited by Margaret
Ferguson, Mary Jo Salter, and
Jon Stallworthy
Sailing Alone Around the
Room: New and Selected
Poems by Billy Collins
The Niagara River: Poems by
Kay Ryan
A Poetry Handbook by Mary
Oliver
Informational Texts:
“The Figure a Poem Makes” by
Robert Frost
Seamus Heaney’s Nobel Prize
Speech
“Laugh While You Can” by Kay
Ryan
“On Becoming a Poet“ by Mark
Strand
“Poetic Form: A Personal
Encounter“ by Eavan Boland
.Writing SWBAT:
Writing:
·Formulate a thesis
statement and supporting
argument for how the style
and structure of a story
conveys the meaning of the
poem.
·Continue to
emphasize AP
rubric for poetry
responses.
·Smoothly integrate and
analyze textual evidence and
literary criticism to support
assertions.
·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 poetry and
informational texts to form
connections.
·Formulate and develop an
argument that weighs the
respective literary merit of
two poems.
·Provide meaningful, useful,
and conscientious feedback
(written and oral) on the
research papers produced by
their fellow students.
·Complete purposeful
revisions of their research
papers.
·Structure of poetry
analysis essay
·Essay structure for
comparing two
poems
Writing:
· Journal
assignments (focus
articulated in the
Evidence of
Learning section)
·Style/meaning
quizzes on fresh
texts
·2 Poetry analysis
essays
·Parallel Structure
·Perrine’s “Writing
About Poetry”
·Introduction of a
thesis, reasons and
evidence, counterargument, use of
transitions, tone,
and conclusion
·MLA format
guidelines including
proper citation and
Works Cited format
·1 Evaluating poetry
essay
·1 Poetry based
research paper
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 a 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 wellstructured 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.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
11-12.W.8
Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the
task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard
format for citation.
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 earlytwentieth-century foundational works of American literature,
including how two or more texts from the same period treat
similar themes or topics").
11-12.W.9.b
Apply grades 11-12 Reading standards to literary nonfiction
(e.g., "Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and
use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes,
and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]").
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
Speaking and Listening:
SWBAT:
Speaking and
Listening:
·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 ability to
generate questions
based on discussion
·Discuss and analyze literary
works in small and large
groups.
·Proper literary and
academic
terminology
·Present group findings to
·Guidelines for
·Effectively prepare for class
discussion by critically
reading the text at hand
prior to class.
·Use the literary and
academic terminology that
will best articulate the
matter being discussed.
Speaking and
listening
assessments:
Include but are not
limited to:
· Socratic Seminar
·Participation in
class discussions
·Participation in
small-group
discussions
·Small group or
whole class
discussions
providing textual
support for
ideas/opinions
·Shared journal
entries
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.
other groups and to the class
as a whole.
·Preface discussion points
with summary or reference
to a previous speaker’s
point.
Socratic Seminar
·Guidelines and
questions for
revising research
papers.
·Select/provide appropriate
textual evidence to support
ideas during class
discussion.
·Participation 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.
·Participation and
mediation of
research paper
workshop
11-12.SL.2
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order
to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any
discrepancies among the data.
·Independently workshop
student produced stories
(sometimes functioning as a
contributor and sometimes
as a group leader).
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.
·Identify procedure for
Socratic Seminar.
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.
·Participate effectively in
Socratic Seminar.
·Create questions in
response to texts.
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.
·Respond to teacher and
student-directed questions
and comments.
·Select/provide appropriate
textual evidence to support
ideas during class
discussion.
11-12.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating
a command of formal English when indicated or appropriate.
(See grades 11-12 Language standards 1 and 3 here for specific
expectations.)
Language:
Language:
SWBAT:
·Connotative and
Denotative meaning
·Exhibit proper usage in
written and spoken
language.
·Recognize and articulate a
·Diction and Syntax
·Parallel structure.
Language
Assessment:
May include:
11-12.L.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
· Passage analysis
(in particular
determining
meaning of
unknown
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
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.
·Use a dictionary to
determine multiple
definitions of words to
inform their interpretation
of a poem.
·Identify and use parallel
structure.
·Identify the meanings of
words by using context clues
and dictionaries.
·Proper literary and
academic
terminology
·Vocabulary in
context
vocabulary words
using context clues)
·Grammar and
sentence structure
assessed in ongoing
writing tasks
·Analysis of a
writer’s use of
language in their
prose response
essays
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 multiplemeaning 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 domainspecific 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.
Unit 3 Overview
Unit Title: Drama
Unit Summary:
This unit will focus on dramatic form, with particular emphasis on the use of structure, peripety, irony, dialogue, inverted syntax, blank verse,
prose, setting, soliloquy, and metaphor, not just as elements as themselves, but as they contribute to the overall effect of the play. Because two
of the three works studied in the unit are Shakespearean tragedies composed mostly in verse, students will continue to apply their skills in
poetry analysis in their close readings of these texts. We will use the criteria established by Aristotle in Poetics as well as critical works by
Coleridge, T. S. Eliot, Martin Esslin, and others to form the basis of our aesthetic evaluation of drama. In addition, we will discuss the function
of the dramatic forms of tragedy, comedy, and tragicomedy. Students will develop their ability to independently assert the predominant stylistic
and structural merits of a play as well as develop their ability to articulate the meaning of a play, and then to illustrate (in essay form) how the
style and structure conveys the meaning of the work. Students will also strive to transcend the analytical mode of discussing literary devices and
structure in isolation and work towards understanding and articulating how a play’s given literary elements and structure function as an organic
whole for a common end. Students will be instructed how to approach and structure on AP open essay during this unit. The culminating
exercises for this unit will be the analysis of key dramatic monologues from selected plays as well as open essays concerning the themes of
selected plays.
Suggested Pacing: 22 lessons
Learning Targets
Unit Essential Questions:
● Why did drama develop as an artistic form and what does it provide that other artistic forms do not?
● What are the basic elements of drama?
● Why analyze drama?
● How and why has dramatic form and content evolved over time?
● How does knowledge of proper dramatic terms help a writer formulate a more effective argument?
● How do students articulate the central idea of a play?
● Why is a focused reexamination of a play a key step in developing an analytical thesis statement?
● Why is establishing a context for and smoothly integrating quotes critical to developing an effective literary analysis essay?
● Why is clear and specific word choice important to writing and discussion?
Unit Enduring Understandings:
● Literary elements and dramatic structure are used to elicit sympathy and induce catharsis in the reader/viewer.
● A play with psychological and social depth will have lasting relevance.
● Critical reading of literature is essential to the interpretation and analysis of drama.
● The ability to read a play from the point of view of a playwright as well as the audience allows for insight into literary technique, process,
and performance value.
● Drama is meant to be viewed by an audience: playwrights write for the stage.
Evidence of Learning
Unit Benchmark Assessment Information:
The major assessments for the unit will consist of a stanza analysis essay on a key passage from Hamlet and an open (thematic based) essays on
King Lear and Waiting for Godot. Students will also be asked to respond to previous AP prose, poetry, and open essay questions in preparation
for the exam.
Applicable
Texts
Anchor Texts:
Objectives
(Students will be able to…)
Hamlet by William
Shakespeare
Reading Literature and
Literary Nonfiction/
Informational Texts:
SWBAT
Waiting for Godot by
Samuel Beckett
·Determine how plays differ
from other narrative forms.
King Lear by William
Shakespeare
· Articulate the impact of
subverting standard dramatic
conventions.
Informational
Texts:
excerpts from
Aristotle’s Poetics
“Hamlet and His
Problems” by T. S. Eliot
“Lectures and Notes on
Shakespeare and other
English poets” by
Samuel Taylor
Coleridge
excerpts from The
Theatre of the Absurd
and The Anatomy of
Drama by Martin
Esslin
·Establish criteria for reading
drama like a playwright for
insight to the plot, characters
and theme.
· Identify aesthetic qualities of
exemplar works of drama.
· Identify types of drama
including: comedy, tragedy, and
tragic-comedy.
· Demonstrate understanding of
Aristotle’s Six Elements of
Drama: action or plot,
character, ideas, language,
music, and spectacle.
· Define and analyze the major
tools of the structure of drama:
action, conflict and event.
· Identify motivation and
subtext in character.
·Determine how selection and
artistic unity contribute to the
meaning and aesthetic impact
of a play.
Essential
Content
Reading Literature
and Nonfiction/
Informational Texts
· Elements of drama
including: character,
dialogue, plot,
theme, exposition,
suspense, staging,
setting, props,
gesture, nonsequitur, motivation,
subtext, objectives,
goals, obstacles,
irony, peripety,
inverted syntax,
soliloquy, metaphor
·The respective
functions of blank
verse and prose in
Shakespearean
drama
· Aristotle’s Six
Elements of Drama:
action or plot,
character, ideas,
language, music, and
spectacle
· Aesthetic qualities
of drama
· Types of drama:
comedy, tragedy,
tragic-comedy
· Dramatic,
Situational, and
Verbal Irony
· The Fourth Wall
Suggested
Assessments
Reading
Literature and
Nonfiction/Infor
mational Texts:
Standards
(NJCCCS CPIs, CCSS, NGSS)
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.
May include:
·Reading
comprehension
checks
·Passage analysis
quizzes
· Journal
assignments (focus
articulated in the
Evidence of
Learning section)
· Literary analysis
essays
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
·8 lessons
on Hamlet
·5 lessons
on Waiting
for Godot
·1 lesson on
open essay
expectation
s and
structure
·8 lessons
on King
Lear
·Determine how the literary
elements at work in a play serve
to elicit reader sympathy for the
characters and/or events.
·Determine how
characterization, irony, and
metaphor contribute to the
reader’s experience of a work
and its subsequent meaning.
·Analyze how a play can still be
effective in regard to meaning
and aesthetic impact even when
reader does not have sympathy
for the characters.
·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.
· The mirroring of
physical and internal
landscape
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.
· The use of allusion
· The Great Chain of
Being
·The Absurd
·Existentialism
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).
·Identify and apply textual
evidence to a literary argument.
·Read and recall evidence from
the text.
·Demonstrate close textual
reading skills.
·Summarize the major events of
the text.
·Determine and trace the
central idea(s) and/or theme(s)
of the text.
·Determine author’s point of
view.
·Make predictions, connections,
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.
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:
·Formulate a thesis statement
and supporting argument for
how the style and structure of a
story conveys the meaning of
the story.
·Introduce AP
structure for the AP
open essay.
· Evaluate the strengths and
weaknesses of model AP
essays.
·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.
· Emphasize AP
scoring rubric.
·Parallel Structure
·MLA format
guidelines
Writing:
· Journal
assignments (focus
articulated in the
Evidence of
Learning section)
·Style/meaning
quizzes on fresh
texts
·1 Passage analysis
essays on a key
stanza from Hamlet
· 2 open (thematic
based) essays on
King Lear and
Waiting for Godot
respectively
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
·Analyze dramatic and
informational texts to form
connections.
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 a 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.7
Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of
the subject under investigation.
11-12.W.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citat
ion.
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 earlytwentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar
themes or topics").
11-12.W.9.b
Apply grades 11-12 Reading standards to literary nonfiction (e.g.,
"Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case majority opinions
and dissents] and the premises, purposes, and arguments in works
of public advocacy [e.g., The Federalist, presidential addresses]").
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.
Speaking and Listening:
SWBAT:
·Effectively prepare for class
Speaking and
Listening:
·Guidelines for
effective class
Speaking and
listening
assessments:
Include but are not
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.
discussion by critically reading
the text at hand prior to class.
·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 produced stories
(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.
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
·Proper literary and
academic terminology
·Guidelines for
Socratic Seminar
·Guidelines and
questions for
evaluating AP model
essays
limited to:
· Socratic Seminar
·Participation in
class discussions
·Participation in
small-group
discussions
·Small group or
whole class
discussions using
textual support for
ideas/opinions
·Shared journal
entries
·Participation in
both teacher-led
and/or student
driven small and
large class
discussion.
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.2
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data.
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
·Select/provide appropriate
textual evidence to support
ideas during class discussion.
interest.
11-12.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (See
grades 11-12 Language standards 1 and 3 here for specific
expectations.)
Language:
Language:
SWBAT:
·Diction and Syntax
·Exhibit proper usage in written
and spoken language.
·Parallel structure.
·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.
·Identify and use parallel
structure.
·Identify the meanings of words
by using context clues and
dictionaries.
·Proper literary and
academic terminology
·Basic rhetorical
functions of parallel
structure.
·Vocabulary in context
Language
Assessment:
May include:
11-12.L.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
· Passage analysis (in
particular
determining
meaning of
unknown vocabulary
words using context
clues)
11-12.L.1.a
Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
·Grammar and
sentence structure
assessed in ongoing
writing tasks
·Passage response
essays (with a
specific focus on a
writer’s use of
language).
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 multiplemeaning 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.
Unit 4 Overview
Unit Title: The Novel
Unit Summary:
This unit will focus on the form and content of the 19th and 20th century novel, with particular emphasis on the use of structure, point of view,
irony, syntax, ambiguity, imagery, juxtaposition, symbolism, and metaphor, not just as elements as themselves, but as they contribute to the
overall effect of the novel. At this time, students will also be introduced to AP multiple choice style questions and the best methods for tackling
those questions. Students will continue to apply their skills in analyzing fiction in their close readings of these texts. Special emphasis will be
placed on the student’s ability to analyze the dense prose of these challenging novels. We will use critical works by Henry James, Joseph Conrad,
Victor Shklovsky, and James Wood to form the basis of our aesthetic evaluation of the novel. In addition, we will discuss the evolution of the
novel over time. Students will develop their ability to independently assert the predominant stylistic and structural merits of a novel as well as
develop their ability to articulate the meaning of a novel, and then to illustrate (in essay form) how the style and structure conveys the meaning of
the work. Students will also strive to transcend the analytical mode of discussing literary devices and structure in isolation and work towards
understanding and articulating how a novel’s given literary elements and structure function as an organic whole for a common end. Following
the AP Exam, the class will select a novel to read from the year’s critically lauded works of literary fiction. Novels considered for selection are
often Booker Prize or Pulitzer Prize nominated or winning novels, though sometimes a work may be selected from a recent Nobel Prize winning
author. With this work we will continue our examination of the evolution of the novel by comparing its style and content to the style and content
of the novels we have already examined. We will incorporate author interviews, discuss reviews of the book, and analyze the author’s use of
commercial and/or literary conventions to see how these conventions relate to the the conventions used in contemporary dramatic works in film
and television, in order to get a broader cultural picture of the novel’s achievement and impact. The culminating exercises for this unit will
consist of a passage analysis and/or open essays for the following works: The Mayor of Casterbridge, The Turn of the Screw, Heart of Darkness,
A House for Mr. Biswas, and the choice novel.
Suggested Pacing: 62 lessons
Learning Targets
Unit Essential Questions:
● Why did the novel develop as an artistic form and what does it provide that other artistic forms do not?
● How and why has the form and content of the novel evolved over time?
● How does the structure of a novel help convey its central idea?
● Why is a focused reexamination of a novel a key step in developing an analytical thesis statement?
● Why is establishing a context for and smoothly integrating quotes critical to developing an effective literary analysis essay?
● Why is clear and specific word choice important to writing and discussion?
Unit Enduring Understandings:
● Many of the innovative narrative techniques used in contemporary television and film originated with the novel.
● The novel is a great prose form in which an author thoroughly explores, by means of experimental selves, some great themes of existence
(Kundera, The Art of the Novel)
● Critical reading of literature is essential to the interpretation and analysis of the novel.
● The ability to read a novel from the point of view of the author as well as the audience allows for insight into literary technique, process,
and aesthetic impact.
Evidence of Learning
Unit Benchmark Assessment Information:
Students will also be asked to respond to previous AP prose, poetry, and open essay questions, in addition to previous AP multiple choice
questions in preparation for the exam. The major assessments for the unit will consist of a passage analysis and/or open essays for the following
works: The Mayor of Casterbridge, The Turn of the Screw, Heart of Darkness, A House for Mr. Biswas, and the choice novel.
Applicable
Texts
Anchor Texts:
The Mayor of
Casterbridge by
Thomas Hardy
The Turn of the Screw
by Henry James
Heart of Darkness by
Joseph Conrad
A House for Mr. Biswas
by V. S. Naipaul
excerpts from In the
Light of What We Know
by Zia Haider Rahman
Class selected novel
Informational Texts:
Joseph Conrad’s
“Preface to The Nigger
of ‘Narcissus’”
“The Art of Fiction” by
Henry James
excerpts from Victor
Shklovsky’s Theory of
Prose
excerpts from James
Wood’s How Fiction
Works
Objectives
(Students will be able to…)
Reading Literature and
Literary Nonfiction/
Informational Texts:
SWBAT
·Determine how selection and
artistic unity contribute to
the meaning and aesthetic
impact of a novel.
·Determine how the literary
elements at work in a story
serve to elicit reader
sympathy for the characters
and/or events.
·Determine how point of
view, irony, and narrative
structure contribute to the
reader’s experience of a work
and its subsequent meaning.
·Determine how
characterization and
symbolism contribute to the
reader’s experience of a work
and its subsequent meaning.
·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.
·Understand the difference
between a meaning and a
moral.
·Integrate ideas from an
informational text into their
analysis of a literary text.
Essential
Content
Suggested
Assessments
Reading Literature
and Nonfiction/
Informational
Texts:
Reading Literature
and
Nonfiction/Informati
onal Texts:
·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)
Standards
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.
·12 lessons
on The
Mayor of
Casterbrid
ge
(NJCCCS CPIs, CCSS, NGSS)
May include:
·Reading comprehension
checks
·Passage analysis
quizzes
· Journal assignments
(focus articulated in the
Evidence of Learning
section)
· Literary analysis essays
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.)
·8 lessons
on The
Turn of
the Screw
·1 lesson
on AP style
multiple
choice
questions
and
strategy
·9 lessons
on Heart
of
Darkness
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
·12 lessons
on A
House for
Mr.
Biswas
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).
·8 lessons
on
previous
AP tests
and exam
review
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
·12 lessons
on class
selected
novel
·Independently arrive at the
meaning of a work.
·Identify and analyze the use
of humor and satire.
·Identify and apply textual
evidence to a literary
argument.
·Independently analyze and
evaluate the literary merit of
a novel.
·Read and recall evidence
from the text.
·Demonstrate close textual
reading skills.
·Summarize the
major events of
the text.
·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
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.
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:
·Formulate a thesis statement
and supporting argument for
how the style and structure of
a novel conveys the meaning
of the novel.
·Introduce AP rubric
for literary
responses.
·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.
·Analyze fiction and
informational texts to form
connections.
·Reinforce literary
essay structure.
·Essay structure for
comparing two
works
·Parallel Structure
·Perrine’s “Writing
About Fiction”
·Introduction of a
thesis, reasons and
evidence, counterargument, use of
transitions, tone,
and conclusion.
·MLA format
guidelines
Writing:
· Journal assignments
(focus articulated in the
Evidence of Learning
section)
·2 Passage analysis
essays
·2 AP practice essays
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 a
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.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject
under investigation.
11-12.W.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citat
ion.
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 earlytwentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar
themes or topics").
11-12.W.9.b
Apply grades 11-12 Reading standards to literary nonfiction (e.g.,
"Delineate and evaluate the reasoning in seminal U.S. texts, including
the application of constitutional principles and use of legal reasoning
[e.g., in U.S. Supreme Court Case majority opinions and dissents] and
the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]").
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.
Speaking and Listening:
SWBAT:
Speaking and
Listening:
·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 ability to
generate questions
based on discussion
·Discuss and analyze literary
works in small and large
groups.
·Proper literary and
academic
terminology
·Effectively prepare for class
discussion by critically
reading the text at hand prior
to class.
·Use the literary and
academic terminology that
will best articulate the matter
being discussed.
·Present group findings to
Speaking and
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
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 class
discussions
·Participation in smallgroup discussions
·Small group or whole
class discussions
providing textual
support for
ideas/opinions
·Shared journal entries
·Participation in both
teacher-led and/or
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
other groups and to the class
as a whole.
·Preface discussion points
with summary or reference
to a previous speaker’s
point.
·Guidelines for
Socratic Seminar
student driven small and
large class discussion.
·Guidelines and
questions for
Writer’s Workshop
·Participation and
mediation of writer’s
workshop
·Select/provide appropriate
textual evidence to support
ideas during class
discussion.
11-12.SL.2
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data.
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.
·Independently workshop
student produced stories
(sometimes functioning as a
contributor and sometimes
as a group leader).
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.
·Identify procedure for
Socratic Seminar.
·Participate effectively in
Socratic Seminar.
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.
·Create questions in response
to texts.
·Respond to teacher and
student-directed questions
and comments.
11-12.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (See
grades 11-12 Language standards 1 and 3 here for specific
expectations.)
·Select/provide appropriate
textual evidence to support
ideas during class discussion.
Language:
Language:
SWBAT:
· Syntax
·Exhibit proper usage in
written and spoken language.
·Ambiguity
·Recognize and articulate a
writer’s purposeful use of
diction and syntax, in
addition to effectively using
diction and syntax in both
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.
·Parallel structure.
·Proper literary and
academic
terminology
Language
Assessment:
May include:
11-12.L.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
· Passage analysis (in
particular determining
meaning of unknown
vocabulary words using
context clues)
11-12.L.1.a
Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
·Grammar and sentence
structure assessed in
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.
analytic and creative writing.
·Use the literary and
academic terminology that
will best articulate the matter
being discussed.
·Identify and use parallel
structure.
·Identify the meanings of
words by using context clues
and dictionaries.
·Basic rhetorical
functions of parallel
structure.
·Vocabulary in
context
ongoing writing tasks
·Analysis of a writer’s use
of language in their
prose response essays.
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.