LIVAUDAIS PLANNING GUIDE – UNIT OUTLINES
Anglo-Saxon
2 weeks
Essential Questions:
CCSS
Standard
Honors
CCSS.ELA-Literacy.RL.12.3 Analyze the impact
of the author’s choices regarding how to
develop and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced and
developed).
Beowulf
Beowulf
Caedmon's Hymn
Caedmon's Hymn
Man in Water
CCSS.ELA-Literacy.RL12.5
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.
Beowulf
Beowulf
Caedmon's Hymn
Caedmon's Hymn
Riddles
Common Assessment
SKILLS
Characterization – epic
hero
Narrator bias
Author’s purpose
Author’s Choice:
Structure/Setting/Charac
terization
Tone
Point of View
Characterization (epic
Hero), author’s purpose,
tone
Middle Ages
2 weeks
Essential Questions:
CCSS
Standard
Honors
SKILLS
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and
thorough textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
Le Morte d’Arthur
Sir Gawain and the
Green Knight
Canterbury Tales
Merlin (movie)
The Divine Comedy
Canterbury Tales
Le Morte d’Arthur
Citing Evidence from text
Inference (indirect
characterization)
Irony
Satire
Tone
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case
in which grasping a point of view requires
distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
Sir Gawain and the
Green Knight
Canterbury Tales –
Wife of Bath
The Divine Comedy
Canterbury Tales –
Wife of Bath
W12.2 2. Write informative /explanatory texts
to examine and convey complex ideas and
information clearly and accurately through the
effective selection, organization, and analysis of
content.
Essay where student
chooses Prologue
character, researches
the character’s job, and
reports on job –
analyzes how well char.
Performs duties
Essay on Prologue’s
direct and indirect
characterization
CCSS.ELA-Literacy.W12.3 Write narratives to
develop real or imagined experiences or events
using effective technique, well-chosen details,
and well-structured event sequences.
Personal
Statement/College
Essay
Personal
Statement/College
Essay
Common Assessment
Inference (indirect
characterization), Irony,
Satire, and Tone
Renaissance
4 weeks
Essential Questions:
CCSS
CCSS.ELA-Literacy.RL.11-12.2 Determine two
Honors
Standard
Poetry
Poetry
SKILLS
Theme development
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.
MacBeth
The Tempest
Othello
CCSS.ELA-Literacy.RL.11-12.4 Determine the
meaning of words and phrases as they are used
in the text, including figurative and connotative
meanings; analyze the impact of specific word
choices on meaning and tone, including words
with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Shakespearean Sonnet
Shakespearean Sonnet
"Death Be Not Proud"
compared to "To The
Virgins to Make Much
of Time."
Marvell's "To His Coy
Mistress" and Marvin
Gaye's "Let's Get It
On."
MacBeth
The Tempest
Othello
CCSS.ELA-Literacy.RL12.7 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.)
Poetry Analysis
Poetry Analysis
CCSS.ELA-Literacy.W12.2 Write informative
/explanatory texts to examine and convey
complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
MacBeth
Sonnet Project
Shakespearean Film
Festival
Othello
Sonnet Project
Shakespearean Film
Festival
Common Assessment
Restoration
2 weeks
Essential Questions:
How do authors employ rhetorical devices to
effectively comment on political and social
injustices?
How does satire in modern society engage the
audience in critical thinking and moral decision
Figurative language –
motif, symbol, imagery,
Point of View, tone
Compar/Contrast
author/director choice
Theme, symbol, imagery,
Point of View, tone
making?
CCSS
Standard
Honors
SKILLS
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the
text, including determining where the text leaves
matters uncertain.
Gulliver’s Travels
Elegy in a Graveyard –
Gray
Diary of Sam Pepys
Inference
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text
and analyze their development over the course
of the text, including how they interact and build
on one another to provide a complex analysis;
provide an objective summary of the text.
The Onion
Modest Proposal
CCSS.ELA-Literacy.RI.11-12.5 Analyze and
evaluate the effectiveness of the structure an
author uses in his or her exposition or
argument, including whether the structure
makes points clear, convincing, and engaging.
The Onion
Modest Proposal
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose
in a text in which the rhetoric is particularly
effective, analyzing how style and content
contribute to the power, persuasiveness or
beauty of the text.
The Onion
Modest Proposal
POV
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case
in which grasping a point of view requires
distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
Gulliver’s Travels
Elegy in a Graveyard –
Gray
Diary of Sam Pepys
Gulliver’s Travels
Elegy in a Graveyard –
Gray
Essay of Man
Satire, irony
SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can
follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style
are appropriate to purpose, audience, and a
Present ironic
argument
Central Idea
range of formal and informal tasks.
W 12.1: Write arguments to support claims in
an analysis or substantive topics or texts using
valid reasoning and relative, sufficient evidence.
Write ironic argument
using research and
create a ppt with
graphics
Common Assessment
Satire, Irony, Central Idea
Romanticism/Victorian Era
2 weeks
Essential Questions:
CCSS
Standard
Honors
SKILLS
CCSS.ELA-Literacy.RL. 12.4 Determine the
meaning of words and phrases as they are used
in the text, including figurative and connotative
meanings; analyze the impact of specific word
choices on meaning and tone, including words
with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
“Dover Beach” –
Arnold
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
Browning
Kipling – “Mark of the
Beast”
Symbolism
Figurative Language –
Connotation/Denotation
Word Choice
Tone
CCSS.ELA-Literacy.RL12.5 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.
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
Browning
“Dover Beach” –
Arnold
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
Browning
“Dover Beach” –
Arnold
Poetry structure
CCSS.ELA-Literacy.L. 12.3 Apply knowledge of
language to understand how language functions
in different contexts, to make effective choices
for meaning or style, and to comprehend more
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
Blake, Wordsworth,
Coleridge, Keats,
Byron, Shelley,
Poetry structure
fully when reading or listening.
Browning
“Dover Beach” –
Arnold
CCSS.ELA-Literacy.W.12.4 Produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience.
Art Project with Blake
Poems/Write poem
about Tintern
Abbey/Write creative
poem
Browning
“Dover Beach” –
Arnold
Symbolism, poetry
structure, tone
Graduation P
Graduation Project – Ongoing Throughout Semester
CCSS.ELA-Literacy.SL12.5 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
CCSS.ELA-Literacy.L.12.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.W.12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.W12.3 Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured event
sequences.