Saucon Valley School District
Planned Course of Study
Course Title: British Literature
Grade Level: 11th and 12th Grades
Credits: One
Content Area or Department: English Language Arts
Length of Course: Semester
Author(s): Megan Hauser and Barbara Psathas
Course Description:
In this non-traditional British Literature course, students will explore the British canon through
six thematic units. After a chronological overview in which students analyze how political,
social, and economic events shape the precepts of the particular time, they will examine prose
and poetry with common themes. The themes include rebellion, the hero, the fall of man, satire,
and truth and beauty. More specifically, the Common Core standards in reading (both literature
and informational texts), writing, speaking, and listening are integrated in each learning
objective and assessment. At the conclusion of the course, students will have an understanding
of the development of the English language and the complex thought patterns embedded in its
literary history, as well as many critical reading and thinking strategies to use for future reading
demands.
Course Rationale:
British Literature provides students with literary examples from which the language of the 21st
century emerged. Most courses examine the literature in a chronological order. This course,
however, explores themes that resonate throughout the years. A chronological time frame will
be given at the beginning of the course so that students have historical reference points.
Students will refer to that first unit of chronology throughout the course. Within the canon of
British literature, students will analyze themes in the units of rebellion, the characteristics of the
hero, the fall from grace, the work of satire, and finally the proponents of truth and beauty in
poetry and prose. Moreover, the Common Core standards in reading, writing, speaking, and
listening have been integrated into the learning objectives and the student tasks and activities.
This course is relevant because it asks students to examine themes that apply to life in the 21st
century; more specifically, students will understand their own evolving language, while
developing critical reading and thinking skills.
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Summer 2012
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Saucon Valley School District
Planned Course of Study
Table of Contents
Unit One
4
Unit Two
9
Unit Three
29
Unit Four
35
Unit Five
41
Unit Six
44
Vocabulary
54
Writing and Grammar
58
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Planned Course of Study
Curriculum Map
Quarter X
Typical # of Weeks
Topics
9 weeks
Unit 1: The Framework
Unit 2: Rebellion (Timed Writing and Literary
Analysis)
Vocabulary (taught throughout the entire semester)
Midterm
Quarter Y
9 weeks
Unit 3: The Hero (Research Essay)
Unit 4: Fall of Man (Timed Writing)
Unit 5: Satire
Unit 6: Beauty and Truth
Vocabulary (taught throughout the entire semester)
Final
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Planned Course of Study
Unit Title:
Unit One: Framework of British Literature (English Language)
Unit
Overview:
The purpose of this unit is to provide the chronological background and
historical context for each time period and to show the chronological influences
on the development of the English language. Since the following units are
thematically organized, the chronological framework and historical context are
integral to the examination of the reasons of how this language and literature
emerged.
Essential
Questions:
1. How has the English language evolved over the last 2,000 years?
2. How do culture and religion impact language development?
3. What are the defining characteristics of each of the literary time periods?
4. How does literature shape or reflect society?
Focus
Standards:
RI 11-12.1
RI 11-12.7
W 11-12.7
Key Unit
Terminology
Old English, Middle English, Modern English, oral tradition, Anglo-Saxons,
Medieval, Renaissance, Romanticism, Victorianism, Modernism
Objectives
Learning Objectives - The student will...
Assessment Opportunities
describe the differences between Old
English, Middle English, and Modern
English.
Listen to samples of Beowulf in Old English and in
Modern English and identify the differences.
Read excerpts from a common text, such as “The
Prodigal Son,” that show Old English, Middle English,
and Modern English and discuss the similarities and
differences.
demonstrate the characteristics of the
main British literary periods.
Create a flow chart/ timeline to illustrate key points of
the periods.
Small groups will research (print sources and
databases) more specific characteristics of each time
period to display to the class.
compare how literature, oral and
written, reflects the social, economic,
and political occurrences of each time
frame.
Apply essential characteristics to each of the main
literary periods by completing a short written,
formative assessment.
understand the catalysts for each time
period.
Create a multimedia presentation, such as a Prezi, to
demonstrate an understanding of the evolution of the
English language.
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Planned Course of Study
practice “talking to the text” a variety of
text types
Annotate short news articles and personal reading
materials.
comprehend the concept of a “think
aloud”
Observe and mimic a teacher model of think alouds
with a familiar text
practice metacognitive strategies by
keeping a SSR journal
Complete premade prompts to reflect on thinking and
reading during and after SSR
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Planned Course of Study
Sequence of Teaching and Learning
Number of
lessons /
blocks
Lesson Topic(s)
Lesson Activities
1 Block
Practicing Annotation:
“Talking to the Text”
Students will be given high-interest news articles from local papers and online forums to
use as a means of modeling and practicing “talking to the text.” This concept will transfer
as one of the core tools they will use for analyzing literature throughout the course.
1
Modeling Think Alouds
1. Students will bring in reading materials from their own lives to share with the teacher.
The teacher will then use a few of these materials that she may be unfamiliar with to
model a think aloud for the class.
2. Students will begin to see the thought process and critical thinking that goes into
reading, in order to set an example of what they will be learning and practicing throughout
the course.
2
General timeline of the
development of the
language
●
●
●
3-4
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Summer 2012
Exploration of each
period by small groups.
Students will complete a map of the United Kingdom that demonstrates the
migration of the different tribes and their languages which eventually merged and
formed Old English.
Students will complete a timeline from the Roman era to the 21st century.
Students will then overlay the language development on the timeline--showing the
relationship between Old English and the Anglo Saxons, Middle English and
Chaucer, and finally Modern English after the Renaissance.
Small groups of students will research and annotate documents pertaining to each of the
following periods:
● Old English
● Middle English
● Renaissance
● 17th C. Conflict
● 18th C. Neoclassical
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Planned Course of Study
●
●
●
Romanticism
Victorianism
20th Century
They will present their findings to the class through a multi-media presentation and include
an interactive component in which students are expanding the first timeline.
.5-1
Previewing Texts for
Silent Sustained
Reading
Students will be given a set of high-interest texts to choose from for SSR. They will
complete a “Book Pass” in order to systematically preview each text and learn more about
their own reading preferences. Students will share their observations with the class.
.5-1
Introducing the
Metacognitive Logs
Students will learn the value of thinking about their reading while reading. They will be
given a student handout to complete as they are reading and or after reading to encourage
reflection, increase their stamina, and help them track their overall progress with reading.
Resources for this Unit
● Copies of current news articles and web articles
● Student copies of 19 Minutes by Jodi Picoult
● Student copies of Fight Club by Chuck Palahniuk
● Student copies of My Sister’s Keeper by Jodi Picoult
● Student copies of Go Ask Alice by Anonymous
● Student copies of Fallen Angels by Walter Dean Myers
● Student copies of Into The Wild by Jon Krakauer
● Student copies of Pretty Little Liars by Sara Shepard
● Student copies of A Walk to Remember by Nicholas Sparks
● Student copies of The Catcher in the Rye by JD Salinger
● Student copies of The DaVinci Code by Dan Brown
● Choosing a Book: My Genre Preferences Student Handout
● Choosing a Book: My Preliminary List Student Handout
● Choosing a Book: Strategies and Tools Student Handout
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Planned Course of Study
●
●
SSR Recordkeeping: Metacognitive Log Student Handout
http://www.youtube.com/watch?v=Y13cES7MMd8 : Opening Lines of Beowulf in Old English
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Planned Course of Study
Unit Title:
Unit Two: Rebellion
Unit
Overview:
This unit will examine the societal climate necessary for change and or what it
takes for an individual to rebel against her current society. Two types of
government systems will be analyzed, one of historical reference in Dickens’
novel, A Tale of Two Cities, and one of fictional significance in Orwell’s novel,
1984, which will help students to further reflect on modern-day government
systems. Alongside these themes of rebellion and governance, students will
also define individual freedom and its relationship to love and sacrifice through
careful analysis of characterization in both works. The study of Dickens will
extend the students’ knowledge of the Victorian Era, while Orwell will introduce
them to a novel typically seen as contemporary.
Essential
Questions:
1. Can human beings be happy without individual freedom?
2. In what ways are conformity and revolt necessary for a society to progress?
3. What happens when the individual loses personal freedom to civil authority?
4. What are the types of conflicts?
5. How do certain works express tension or conflict between emotion and
reason while others present reason and emotion as complementary and
interdependent?
Focus
Standards:
RL.11-12.1-7
RI.11-12.1-7
RI.11-12.10
W.11-12.1-9
Key Unit
Terminology
conflict, motif, characterization, paradox, hierarchy, aristocracy, sacrifice, free
will, redemption, utopia, dystopia, Newspeak, Groupthink, propaganda
Objectives
Learning Objectives - The student will...
Assessment Opportunities
analyze how an individual becomes a rebel
within his/her social, political, or economic
environment.
Identify a modern-day “rebel” and compare him
or her to a character from the two novels in a
short written assessment.
identify and analyze key literary terms within
the context of the novel(s).
Identify motifs as a mode of determining theme
in ATTC and identify paradox as a mode of
determining theme in 1984.
write literary analyses based on textual
interpretation and evidence.
comprehend literary criticism.
British Literature
Summer 2012
Use both of these examples, as well as others
such as characterization, to complete formative
and summative writing assessments about the
texts.
Read and annotate one literary criticism essay
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Planned Course of Study
analyze literary criticism for deeper
understanding of the text(s).
per novel and discuss the significance of
literary criticism in a short oral presentation.
determine the meaning of justice in the context Complete a multimedia project comparison
of rebellion.
(iMovie, Prezi, Keynote, etc.) of characters
between the two novels to define justice,
compare acts of sacrifice with acts of
sacrifice, and vengeance.
vengeance and determine the causes for
each.
monitor reading processes and identify
problems.
Talk to the text and or annotate texts by use of
chunked copies of texts, sticky notes,
highlighters, etc. to make thinking visible on
the text itself.
talk about reading processes to understand
them better.
Use a variety of think alouds to develop
awareness of reading strategies.
visualize what they read in order to improve
understanding.
Create graphics to pair with readings, describe
thought process and or picture of what is being
read individually, with a pair, or with the whole
group.
write to reflect on and clarify thinking.
Maintain a Double Entry Journal to track
individual questions and reactions while
reading.
Complete formative and summative writing
assignments.
paraphrase difficult passages of literature.
Reread particular chapters and work together
in pairs or small groups to summarize and
restate.
recognize how literature may incorporate or
promote social, historical, economic, political,
and cultural commentary, either transparently
or through figuration.
Read and summarize non-fiction materials to
increase background knowledge of the time
periods addressed within the novels.
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Planned Course of Study
Sequence of Teaching and Learning
Number of
lessons / blocks
Lesson Topic(s)
Lesson Activities
.5 Block(s)
Background on French Revolution
and Geography of France and
England
1. Students will complete a fill-in-the-blank note sheet of background
information.
2. Students will annotate a map of France and England.
.5
Introduce novel with first chapter of A
Tale of Two Cities
1. Students will receive a copy of the chapter to read and annotate
individually; they will then share their thoughts with a partner.
2. After sharing in pairs, students will contribute to a whole class
discussion of the first chapter, using each other’s knowledge and my
knowledge as support for clarification and understanding.
1
Model and Practice Reciprocal Think
Alouds
1. The teacher will model a reciprocal think aloud with the students using
the first three paragraphs of Chapter Two.
2. The students will then be given chunked sections of the next part of the
chapter and will practice a reciprocal think aloud with a partner.
3. The class will discuss the chunks as a whole and analyze the reading
strategies used for this section.
4. Students will finish Chapter Two and read on to Chapter Three for the
next class.
.5
Relationship Between Imagery and
Mood
1. Students will annotate a copy of the first part of Chapter Four, leading
up to when Jarvis and Lucie begin talking. Students will annotate with a
purpose, to note details of imagery and setting, by talking to the text.
2. Students will then pair and share, and we will come together as a
whole class to share their thoughts.
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Planned Course of Study
.5
Model and Practice Shared Think
Aloud
1. Students will watch the teacher model another think aloud, picking up
where we left off in Chapter Four. Students will then practice this by
working with a partner, where each partner is able to contribute and stop
the other while one reads. Students will annotate the text based on their
own inquiries.
2. We will share together as a class when the students are done, or they
will finish on their own if class time necessitates.
.5
Annotating and Comprehending
Nonfiction Texts; Adding to New
Vocabulary
1. Students will read and annotate a brief nonfiction text about the living
conditions of the third estate during the eighteenth century. Students will
pair and share their understandings.
2. Students will create a class list of new vocabulary for use during this
unit and add to it any terms from this informational text.
.5
.25-.5
Connecting history with literature,
specifically living conditions of
France in the 18th century and how
this informs the setting and
characters
1. Students will complete a shared think aloud for the opening scene in
Chapter Five, set amidst the living conditions they have just read about.
We will discuss as a class.
The Purpose of Predictions
1. Students will reference their DE Journals as they think-pair-share
predictions about the main characters and Chapter Six of Book One.
2. Students will finish Chapter Five for homework and add to their double
entry journals, which will have been modeled and incorporated through
Silent Sustained Reading texts in previous class periods.
2. Students will share ideas and discuss the importance of making
predictions as a reading strategy.
.5
British Literature
Summer 2012
Reading with a Purpose and
Evaluating Predictions
1. Students will practice a shared think aloud, while reading and
annotating Chapter Six. Students will read with the purpose of evaluating
their predictions, observing the mood in the chapter, and noting any new
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Planned Course of Study
vocabulary words to come back to.
The teacher may want to chunk the text, in addition to providing copies of
this chapter, or students can use their books and sticky notes for this
reading.
2. Students will come together in small groups then come together as a
class to share their understandings if time is available or students will
finish the chapter for homework and move their notes into their DE
Journals.
1
The Power of Questioning
1. Students will begin reading Chapter One of Book Two individually,
annotating their texts with sticky notes using questions only. Students will
share their thoughts in pairs after the entire class has gotten to “Outside
Tellson’s--” These pairs will then come together as a class for further
clarification.
2. Students will complete a reciprocal think aloud by continuing with the
rest of Chapter One. Students will read from their texts and use sticky
notes to continue to annotate with only questions.
3. The class will consolidate knowledge by coming together as a whole
group and comparing these questions on a class list. Students will reflect
individually on the impact this strategy has on their reading understanding.
4. Students will read Chapter Two and add to their DE Journals for
homework.
1
The Court Scene: Using Drama to
Preview Reading
1. Students will be given an abridged version of the upcoming chapter,
written as a script. Students will be chosen to act as characters to
dramatize the court scene that is pivotal to understanding Book Two.
2. Students who are part of the audience will interact with the “text” performance- by making observations about specific characters.
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Planned Course of Study
3. Students will reflect individually on the skit, pair and share, and then
exchange ideas as a class. This will prepare them for that night’s reading
of Chapter Three; students will compare their individual reactions to the
chapter while adding to their DE Journals.
1
Analyzing Juxtaposition of
Characters
1. Class will begin with a debriefing of the DE Journals and Chapter
Three.
2. Students will do a shared think aloud where each partner focuses on
one particular character, Carton or Darnay, while reading Book Two,
Chapter Four. Students will come together as a whole group to discuss
their observations of these two main characters.
3. Students will read Chapter Five and part of Chapter Six (up until the “fit
of jerks” from Miss Pross) for homework and the class will be divided into
whom they will focus on: Stryver or Carton, and Lorry or Pross. Students
will annotate the text using their DE Journals.
.5-1
Noticing Motifs
1. Students will read individually the last part of Chapter Six. They will
annotate the text (either their own or a copy if it can be provided) by
paying special attention to any repeating images that they notice.
2. Students will then pair together and compare their notes once the class
is done with the reading; discussions of the footsteps motif should
emerge.
3. The students will come together as a class and share their
observations, while the teacher encourages them to further examine the
idea of a motif.
.25-.5
British Literature
Summer 2012
Making Connections: Video and
Text, Newspaper and Text
1. Students will watch a video clip from the movie, Marie Antoinette, that
exemplifies the lavish lifestyle of the aristocracy.
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Planned Course of Study
2. Students will complete a graphic organizer of observations, modeled
after the DE Journal, then they will pair and we will end by discussing
together as a whole class.
3. Students will read a short news article about a hit and run. Students
will think-pair-share as they consider the article.
4. Students will read Chapter Seven and Chapter Eight for homework;
they may begin it in class if time allows. One of their goals will be to make
connections with the video and article they’ve just studied and the chapter.
Before starting, the teacher will help them to chunk the text and will point
out what parts of the text might be potential roadblocks. Students will
discuss their strategies for coping with these roadblocks.
1
Mood, Motif, and Foreshadowing
1. Students will work in pairs to complete a shared think aloud of a
chunked copy of Chapter Nine. Students will read with the purpose of
identifying and commenting on three main literary elements of mood,
motifs, and foreshadowing.
The teacher may pause and discuss/share the chunks throughout the
chapter as they are progressing, or come together all at once toward the
end of the class to see how far they’ve gotten.
2. Students will finish Chapter Nine for homework; they will add to their DE
Journals.
1
Writing for Understanding and
Literary Analysis
1. Students will be given an excerpt from Chapter Nine to re-read and
analyze further. Students will individually annotate the text based on their
first readings and their re-reading, then they will share their findings with a
partner. We will come together as a class and annotate a class copy for
further clarification.
2. Students will then be asked to respond to this excerpt by writing about
the relationship between a literary element and the main idea that it is
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Summer 2012
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Planned Course of Study
supporting in the passage.
We will discuss the purpose of analyzing literary elements and the
purpose of this type of writing; a discussion of theme and author’s purpose
should emerge.
3. Students will compose a rough draft of this analysis in the time left of
class and will finish the draft for homework; all students should be
prepared with a draft by the next class
1
Re-reading and Re-drafting
1. Students will complete a reciprocal think aloud in partners with their
drafts. One person will read aloud her partner’s paper and the partner will
annotate according to partner’s thoughts and questions.
2. When pairs are finished, the class can come together to share positive
and or well-written insights from their partners.
3. Students will revise their drafts for homework and submit a final copy at
the beginning of the next class.
1
Jigsaw for Two of Lucie’s Prospects:
Darnay and Stryver
1. Students will be grouped by ability level into three groups; they will be
assigned Chapter Ten, Eleven, or Twelve. Students will complete a
shared think aloud as they read the assigned chapter, while getting to
know the bachelors in pursuit of Lucie.
2. Students will come together as a class to share what they’ve learned
about Darnay or Stryver by sharing specific pieces of textual evidence.
1
Modeling Visualizing: Sydney Carton
Steals Our Hearts
1. The teacher will model a think aloud while reading Chapter Thirteen,
giving specific attention to the strategy of visualizing.
Students will add to their notes while following along and will finish the
chapter for homework if necessary.
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2. Students will also read Chapter Fourteen for homework and will add to
their DE Journals by paying special attention to how and what they are
visualizing throughout the chapter.
Comparing and Contrasting Darnay,
Stryver, and Carton
1. The class will debrief about the assigned chapters and discuss the
implications of the images they have just read about.
2. The students will evaluate each of the three bachelors in pursuit of
Lucie by completing a graphic organizer juxtaposing their characterization.
Students will refer to their annotations and DE Journals for evidence to
use as support.
3. This discussion will culminate in a “most eligible bachelor” nomination
and or class vote; this could be paired with a reality show game and or
comparison.
4. Students will read Chapter Fifteen and the beginning of Chapter
Sixteen, up until Madame Defarge pins the rose in her hair, for homework.
They will add to their DE Journals.
1
Making Inferences
1. Students will begin class by sharing their observations from last night’s
reading homework.
2. Class will then continue with the teacher modeling a think aloud for the
next part of Chapter Sixteen, stressing some of the inferences made about
Madame Defarge’s character and actions as she converses with John
Barsad.
3. Students will practice making inferences in a shared think aloud with a
partner and share their findings together as a class.
4. Students will read Chapters Seventeen and Eighteen about the
wedding and Dr. Manette’s reactions for homework. They will need to
focus on making inferences in their DE Journals.
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Summer 2012
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Planned Course of Study
1
Exploring the Nature of Sacrifice
Through Use of Symbolism
1. Students will begin class by discussing what they read for homework
and the inferences they made.
2. Students will then read a chunked copy of Chapter Nineteen to
complete a reciprocal think aloud in groups of two or three. Students will
share their observations with special attention toward the conflict and
symbolism present in the chapter.
3. Students will read Chapter Twenty and Twenty-One for homework and
add to their DE Journals.
1
Citing Evidence and Incorporating
Non-Fiction to Enrich Understanding
1. Students will begin class by locating a “golden line” from their journals
and or reading to represent a significant moment in the past two chapters.
2. Students will pair and share their lines with a partner, then students will
highlight important ideas by restating their partner’s explanations to the
class.
3. Students will read non-fiction documents related to the death of Foulon
in order to gain background knowledge necessary for understanding the
gruesomeness of the upcoming chapter.
4. Students will finish Book Two for homework and add to their DE
Journals by making connections and asking questions.
.5
Re-Reading to Deepen
Understanding
1. Students will be given copies of specific excerpts from what they read
for homework: Madame Defarge’s violent scene (Chapter Twenty-Two),
foreshadowing of the fire (Chapter Twenty-Three), Gabelle’s letter
(Chapter Twenty-Four). They will work in small groups to re-read and
annotate the texts.
2. We will come together as a class to share their understandings.
3. Students will read Chapter One and Two of Book III for homework and
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add to their DE Journals.
1
Analyzing Characterization
1. Students will begin class by pairing, sharing, and then whole group
sharing some of the responses from their DE Journals.
Students will add to their journals by making predictions about what will
happen in the rest of Book III.
2. Students will progress through Chapter Three by individually reading a
chunked version of it; the teacher will tell them where to read up to as they
go.
Students will make observations and predictions about character
relationships, focusing primarily on: Mr. Lorry, Mons. Defarge, Madame
Defarge, Lucie, and Miss Pross.
3. Students will read Chapters Four through Six for homework, focusing
particularly on the characterization of Dr. Manette. Students should reflect
on how he has changed throughout the novel and how he is markedly
different in these chapters.
1
Writing for Understanding and
Literary Analysis
1. Students will begin class by pairing, sharing, and discussing with the
group their observations from last night’s reading.
2. Students will then have 60 minutes to complete a short, timed writing
assignment asking them to compare and contrast Dr. Manette from earlier
in the novel to his current placement in the novel.
Student responses should include textual evidence and be no shorter than
three paragraphs, including: his previous state, his current state, and a
concluding reflection on why he has progressed in this way.
3. Students will read Chapters Seven through Nine for homework and add
to their DE Journals. Students should pay particular attention to Chapter
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Summer 2012
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Eight for the metaphor of the plan unfolding and the game of cards,
making specific notes of what the “aces” and “hands” represent. In
Chapter Nine, students should examine characterization as they wait for a
“twist” in the plot.
1-2
Practicing Our Skills for
Comprehension: Making
Connections, Making Inferences, and
Examining Textual Evidence
1. Students will be divided into groups of four to locate a “golden line” and
or significant quote or passage from the chapters they’ve read for
homework. Students will share these passages with the class as a review
of the homework.
2. Students will then work together in groups of three to four to complete
a shared think aloud for a chunked copy of Chapter Ten. Since Chapter
Ten provides detailed information connecting many of the characters and
addressing many pre-existing questions, students should benefit from a
shared close reading of this chapter.
3. Depending on how far the students get into the chapter, they will finish
the rest for homework or continue the reading of it in class during the next
block.
4. Optional activity: Students will work in the same groups and write a
paraphrased, modern language version of the letter being read at court.
(Length limits should be set and an activity to follow for sharing with the
class.)
1
Making Predictions and Examining
Foreshadowing
1. Students will complete a paired reciprocal think aloud for a chunked
version of Chapter Eleven.
2. Students will share their observations and notes with the class.
3. Students will keep in mind the predictions they’ve discussed while
reading Chapter Twelve and the beginning of Chapter Thirteen (stopping
just before Carton enters) for homework and adding to their DE Journals.
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1
Evaluating Predictions and Using
Questioning
1. Students will begin class by discussing their observations and
predictions.
2. Students will continue Chapter Thirteen individually in class, by reading
specific chunks at a time and asking at least one question per chunk.
Questions will be added to the board and discussion will emerge.
3. Students will finish Chapter Thirteen for homework, if necessary, and
read Chapter Fourteen; students will add questions and observations to
their DE Journals.
1-2
Analyzing the Ending and
Highlighting Thematic Ideas
1. Students will share passages from their DE Journals with the class.
2. Students will read a copy of Chapter Fifteen individually and annotate it
as they go. Once students are finished reading, they will respond briefly
to this prompt:
Choose a favorite line from Chapter Fifteen and explain why it is your
favorite. Then, list as many of the “big ideas” that you can think of and or
that we’ve discussed from throughout the entire novel.
3. Once students are all done with reading Chapter Fifteen, then we will
come together as a class and share their passages and thematic ideas.
We will create a class list of thematic ideas for everyone to see.
4. I will model for the students how to take a thematic idea and develop it
into a theme. Students will then work with these thematic ideas to create
complete statements and or themes. Students will first work individually,
then in pairs, then share with the entire class to create a class list of
themes for the novel.
1-2
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Summer 2012
Reading Literary Criticism
1. Students will choose from a few pre-selected articles of literary criticism
to read and annotate.
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2. Students will read the article individually (in class or outside of class)
then gather in pairs with others who have read the same article to
compare their notes.
3. Students will then gather together in groups to highlight the “big ideas”
of the article. Groups will then share these summaries with the class.
Outside of Class
Reflecting on the Reading Process
1. The students’ final assignment for this unit will be an individual
reflective letter written to me describing the gains and setbacks they have
encountered throughout the unit. The contents of the unit will include:
● Overall comprehension of the novel as compared to what they
thought it would be before reading it
● Response to the strategies we’ve practiced (shared think aloud,
reciprocal think aloud, supplementary readings, questioning
practices, etc.)
● Areas upon which they think they’ve improved
● Areas where they still struggle
● Advice for themselves with future reading assignments (in this
class or elsewhere)
● See page 336 in RA book for further suggestions
1984
1-2
Defining Dystopia and Making
Predictions
1. Students will read and annotate the short story, “The Ones Who Walk
Away From Omelas” by Ursula Le Guin, as an introduction to the ideas of
utopia and dystopia.
Students will make connections to other things they’ve read that remind
them of these concepts, while identifying key literary elements apparent in
the text.
2. Students will complete a short Anticipation Guide using ideas from
1984 in order to peak interest and encourage them to make predictions
about the novel as a pre-reading activity.
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Summer 2012
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1-2
Questioning and Tolerating
Ambiguity: Learning Oceania
1. Students will work in pairs to complete a reciprocal think aloud for
Chapter One, focusing on questioning. Students will work together to
learn some of the key terms and ideas from this first chapter, including
details about the setting. Students will share with the class.
2. For homework, students will read Chapters II-V, focusing on questions
and adding to their DE Journals.
Students should also bring in one fact about the time in England when the
book was first published (1940s), whether from their textbooks or a
reputable online source, to share with the class tomorrow.
1
Connecting Setting and Time Period
Analyzing Characterization
1. Students will begin class by sharing the facts they’ve reviewed about
the 1940s. Students will make predictions as to how this may influence
Orwell’s conception of the year 1984.
Students will take time to think pair share about their own predictions of
what our modern world will be like in 45 years. We will display this as a
class and return to it throughout the reading of the novel as a comparison
for Oceania.
2. Students will begin to create a character list of main characters,
including textual evidence of their characterization based on what they’ve
read.
3. Students will read Chapters V-VII for homework and continue adding to
their DE Journals.
1-2
Making Connections Between
Literature
Understanding Paradox
British Literature
Summer 2012
1. Students will begin class by sharing from their DE Journals.
2. Students will then complete a think pair share to brainstorm how
Winston’s perception of the proles and their power is similar to that of the
Third Estate in ATTC. Students will look for textual evidence to make
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connections then discuss as a class.
3. Students will then begin a class list of paradoxes noted in the novel.
Students will paraphrase these in their DE Journals in order to explain
their meaning.
Students will brainstorm the types of “truths” we are fed in the modern
world and consider whether or not they are paradoxes.
4. Students will finish Book One for homework and read Chapter One of
Book Two, while adding to their DE Journals.
1
Analyzing Point of View through
Writing
1. Students will begin class by sharing observations from their DE
Journals.
2. Students will then work together in groups of three to four to complete
a short creative writing assignment known as a RAFT: Role Audience
Format Topic. Students will be writing from the point of view of a
character in the novel about an event or observation that they have read
about for last night’s homework. Students will share their RAFT products
with the class and submit the written product for credit.
3. Students will then think pair share about the significance of the novel
being told from Winston’s point of view.
4. Students will read Chapters Two through Four for homework and
continue adding to their DE Journals.
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Analyzing Thematic Ideas of Love
and Marriage
1. Students will begin class by reading over their DE Journal notes and
responding to the following questions individually:
● In what ways are Winston and Julia alike? In what ways are they
different?
● Does the relationship of Winston and Julia surprise you; why or
why not?
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●
●
Why does the party permit couples to marry but discourage love?
Do you think that our society honors or discourages love and in
what ways?
Students will then pair and share their responses, then come together to
share their responses with the class.
2. Students will analyze the following literary terms:
● Flat character
● Round/Dynamic character
● Metonymy
● Colloquial diction
They will start by brainstorming what they know, comparing it to the written
definition, and making it their own.
They will then apply their understanding of these literary terms by looking
for examples in the text from what they read for homework.
3. Students will read Chapters Five through Eight and add to their DE
Journals.
1-2
Summarizing and Tolerating
Ambiguity
1. Students will begin class by sharing responses from their DE Journals.
2. Students will then complete a shared think aloud with the first part of
Chapter Nine, leading up to the excerpts from the Goldstein text.
Students will share their thoughts with the class to understand what the
rest of the chapter will be about.
3. Students will then be divided into groups of three to four to complete a
shared think aloud for a specific chunk of Goldstein’s text.
Students will then come together as a class to compare their notes of this
text, highlighting the “big ideas” of Goldstein’s theories, without getting
hung up on some of the confusing details.
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4. Students will think pair share about the purpose of Orwell including
these excerpts to conclude class.
5. Students will finish Book Two and read Chapters One and Two from
Book Three for homework and add to their DE Journals.
1-2
Exploring the Significance of
Memories
1. Students will begin class by sharing a “golden line” from their DE
Journals.
Reflecting on Individual Progress and 2. Students will then individually reflect on some of their most interesting
Making Predictions
and meaningful memories.
Then, students will be given the opportunity to interview each other about
their memories. In order to protect privacy and student discretion,
students will brainstorm questions to ask during the interviews together as
a class. They will also come up with a line or two of what to say if a
question is too personal during the interview.
3. Students will conduct partner interviews, with each listening partner
also jotting down notes. Students will then summarize a key point from
their partners to the class. Students may submit a written copy of this
summary for teacher as well.
4. Students will then complete a simple T-chart of their “Surprises and
Expectations” in the novel thus far. Students will pair and share their
thoughts or submit these charts to the teacher as a formative assessment.
5. To conclude class, students will complete a class word splash of
predictions about what might be in Room 101. This will be displayed in
class and referred to as the students read on.
Students will finish the novel for homework and add to their DE Journals.
1
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Reflecting on the Novel and Applying
the Concept of Dystopia
1. Students will begin class with a think pair share about the conclusion of
the novel. They may reference their DE Journals to do so.
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2. Students will refer back to the anticipation guide they filled out before
reading the novel. Students will now fill this out as a member of Oceania,
using the right column of the handout. Students will share their answers
with the class.
3. Students will complete a class word splash of the specific ways in
which Orwell has created a dystopian society. Students should connect
their knowledge from the short story read at the beginning of the unit to
their understanding of this novel.
Outside of Class
During the Last
Chapters of the
Novel
Defining A Rebel
1. Students will choose a character from ATTC to juxtapose with a
character from 1984 to create a multi-media presentation to define the
idea of a rebel.
Students should refer to specific textual evidence from each text and will
essentially be asserting their own definition of a rebel with these
examples.
This project will culminate by students sharing their presentations with the
class.
Resources for this Unit
A Tale of Two Cities
 One section of their 5-divider spiral notebooks for ATTC DE Journal
 Background notes on French Revolution
 Non-fiction text(s) about living conditions in France
 Documentary About the Progression into Romanticism: http://www.youtube.com/watch?v=DMgh6wFnw_k
 Abridged Script Version of Book Two, Chapter Three court scene
 “Hit and Run” newspaper article
 Non-fiction text(s) about the murder of Foulon
 A selection (three to five) of literary criticism articles pertaining to ATTC
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1984






Student copies of short story “The Ones Who Walk Away from Omelas”
1984 Anticipation Guide: Student Handout
One section of their 5-divider spiral notebooks for 1984 DE Journal
RAFT Activity: Student Handouts
Literary Terms Student Handout
“Surprises and Expectations” graphic organizer
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Unit Title:
Unit Three: What Makes a Hero
Unit
Overview:
This unit examines how an individual rises above his community (society) to
gain the identity as a hero. Moreover, a specific time frame and culture
determines the attributes of this hero. More specifically, this unit will examine
the epic hero of the Anglo Saxon period and the tragic hero of the
Renaissance.
Essential
Questions:
1. How does man’s view of himself change according to the time period he his
living in?
2. Anglo-Saxon language devices as compared to Shakespearean language
devices
3. Religious influences (Paganism to Christianity)
4. Consider the role of the supernatural in the works of literature.
5. What are the elements of tragedy?
6. What is the relationship between fate and free will?
7. How does human pride become the impetus of the hero’s downfall?
8. How does an epic hero represent the values of his culture?
Focus
Standards:
RL.11-12.1-7
RI.11-12.1-7
RI.11-12.10
W.11-12.1-9
Key Unit
Terminology
oral tradition, paganism, Christianity, epic poetry, kenning, caesura, scops, epic
speeches, epic similes, Renaissance tragedy, tragic hero, soliloquy, fate vs.
free will, exposition, rising action, climax, falling action, catastrophe, aside,
soliloquy, dramatic irony
Objectives
Learning Objectives - The
student will...
Assessment Opportunities
differentiate between the
epic hero and the tragic
hero.
Take notes, create charts, or compose a venn diagram as a
formative assessment of the epic and tragic hero traits.
understand the character
traits of an Anglo Saxon
hero.
Cite textual evidence from Beowulf and Macbeth to correspond
with the traits of the Anglo Saxon and tragic hero respectively.
trace the journey of the
tragic hero.
cite and examine the
influences of fate vs. free will
within the context of the
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Summer 2012
Discuss orally the role of the witches and the power Macbeth
holds or does not hold with the knowledge they give him.
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texts.
analyze the main characters’
relationships to their literary
environments.
Return to the literary timeline from Unit One to discuss and
differentiate between cultural influences on main characters of
different time periods.
compare and contrast the
imagery of Paganism vs. the
imagery of Christianity within
Beowulf.
Cite dialogue used throughout the epic poem which represents
the Pagan and Christian traditions.
interpret various motifs and
analyze them to illustrate
themes within Macbeth.
Keep a motif log for an assigned motif in Macbeth to further
analyze as the play progresses and later inform their writing
about the play.
write an argumentative
paper using primary and
secondary sources.
Read and annotate secondary source documents related to key
themes in Macbeth.
Write an argumentative essay debating one of the central
arguments in Macbeth by incorporating both primary and
secondary sources, specifically pulling from their writing
throughout the play (characterization analysis, tracking motifs)
and annotations from literary research.
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Sequence of Teaching and Learning
Number of
lessons /
blocks
Lesson Topic(s)
Lesson Activities
1 Block
Anglo Saxons: who are they?
In small groups, students will explore/research dates in British history to
provide landmarks of British culture that influenced the developing language:
the migration of the Celts, the Angles, the Saxons, the Romans
1
Our evolving language: Old English,
Middle English, and Modern English
How did the A-S language evolve into our language today?
Students will examine the first three lines in numerous translations (hand-out)
and determine similarities and differences.
2
The fight of good vs. evil: the major
hallmarks of Beowulf’s career;
analyze the traditions of the A-S
heroic code.
Class will read orally the excerpt of the modern translation in the text; students
will keep a journal of all characters and their traits.
1
Seamus Heaney’s translation of one
episode
Students will listen to a recording of Seamus Heaney reading an excerpt from
his translation into the modern.
1
Listen to the Old English read;
compare to modern translations;
identify characteristics that comprise
the structure of A-S verse.
They will also listen to an Old English performance of one of the passages just
examined.
1
Define the A-S hero.
Summative writing assignment.
.5
Discuss the significance of paganism
vs. Christianity in the poem.
With close reading of the text, students will identify both pagan and Christian
references and motifs and explain how the juxtaposition evolved.
Macbeth
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Summer 2012
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1
Introduction to Renaissance tragedy;
Elizabethan England; humanism; the
role of the supernatural
In library, students will research in databases and print sources various topics
that comprise the Elizabethan theater. They will present their findings in oral
reports.
1
Introduction to Macbeth
Show contemporary cartoon of plot summary of Macbeth that introduces major
themes. (7 minutes)
http://www.youtube.com/watch?v=sFIHi6YvVyc
1
Structure of Shakespearean tragedy;
introduction of characters
Students will complete graphic organizer showing structure of tragedy.
Teacher will introduce characters and setting.
2
Paradox and equivocation: Act 1
Students read orally Act 1 and complete study guide. Students should note the
following:
● the role of the witches in the opening scene
● Macbeth’s valor in battle
● Macbeth and Banquo’s reactions to the predictions
● “foul is fair and fair is foul”: the paradox
● the paradox of the witches predictions
● Duncan’s pronouncement of Malcolm as next King of Scotland
● Macbeth’s castle
● Macbeth’s first major soliloquy (scene 7): “ambition pricking side of
intent”
● images of blood, clothing, planting, sleep
● Strengths of LM’s will vs. M’s weakness
● Lady Macbeth’ s motivating words to her husband (“screw thy courage
to a sticking post”)
2
Growing Ambition: Act 2
Students will read Act 2 orally and complete the study guide. Topics for
discussion should include:
● foreshadowing with imagery
● Macbeth’s reaction immediately after the murder
● Lady Macbeth’s actions with the daggars
● Comic relief: drunken porter--why?
● supernatural occurrences; order in universe is broken
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Summer 2012
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●
●
Malcolm and Donalbain flee Scotland
Crown to Macbeth
1
Climax: the hero loses control--Act 3
Students will read Act 3 orally and complete the study guide. Topics for
discussion should include:
● Banquo’s suspicion
● planned murder of Banquo and Fleance
● Macbeth’s mental disintegration: ghost of Banquo
● Macduff’s pursuit of Malcolm to return
2
Falling Action: Macbeth’s spiralling
downfall--Act 4
Students will read Act 4 orally and complete the study guide. Topics for
discussion should include:
● the three apparitions and metaphorical meanings
● Macbeth’s growing madness and Lady Macbeth’s growing insanity
(weakness)
● significance of the murder of Macduff’s family
● significance of “the kingly virtues”
2
Catastrophe: Macbeth’s desperation
and demise--Act 5
Students will read Act 5 orally and complete the study guide. Topics for
discussion should include:
● Malcolm, Macduff, and England vs. Macbeth
● role of witches’ prophecies: “Birnam Wood,” “no man born of woman”
● effect of Lady Macbeth’s sleepwalking, mental breakdown and eventual
suicide
● Macbeth’s soliloquy “Tomorrow and tomorrow and tomorrow”
● Macduff vanquishes Macbeth; Malcolm is King; order is restored.
1
Close reading of key passages
In small groups, students will locate key passages (directed by teacher) and
paraphrase them. They will examine the literal meaning for a figurative
meaning in response to the play as a whole.
1
Charting the evolving motifs
During the reading of each act, students will complete a graphic organizer
(teacher made) that charts the evolving nature of the images.
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Summer 2012
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.5
Fate or free will?
Students will debate the question: does Macbeth succumb because of fate (the
witches) or free will (his personal decision making)?
.5
The Aristotelian tragic hero
Students will examine an abbreviated definition of the definition of a tragic hero
by Aristotle. They will then create a chart to show common elements (and
uncommon.)
1-2 in class
Argumentative paper
Students may create an argument from one of these central ideas:
● Compare and contrast Macbeth and Lady Macbeth and make an
argument about their characterization.
● Who is to blame for Macbeth’s downfall?
● Do the witches predict the future or create the future?
● Examine the psychological effect of foreknowledge on Banquo and
Macbeth. How does a glimpse of the future distort human reason?
● Analyze three examples of a chosen motif from throughout the play to
support a theme within the play.
1-2
View film interpretation
Resources for this Unit
●
●
●
●
●
●
Prentice Hall Literature: The British Tradition
Macbeth
http://www.webenglishteacher.com/beowulf.html
http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes_macbeth.shtml
http://www.universalteacher.org.uk/shakespeare/macbeth.htm
Essay Choices for Macbeth: Student Handout
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Summer 2012
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Unit Title:
Unit Four: Fall of Man: The Human Condition
Unit
Overview:
This unit will explore how literature attempts to address and explain the human
condition. In reaction to the medieval and Renaissance, John Milton in
Paradise Lost attempts to explain “the ways of God to man.” Excerpts from the
epic will be analyzed to show the progression of the fall of man from an Edenic
state to the present human condition. The novel Frankenstein will continue to
explore this theme with the Romantic overtones.
Essential
Questions:
1. What is the relationship between fate and free will?
2. How do human beings cope with the inevitability of loss?
3. Who defines redemption: is it publicly defined, individually defined, or
spiritually defined?
4. Is Satan a hero?
5. What are the epic traditions found in Paradise Lost?
Focus
Standards:
RL.11-12.1-7
RI.11-12.1-7
RI.11-12.10
W.11-12.1-9
Key Unit
Terminology
epic, epic speech, epic battle, epic simile, Romanticism, supernatural, nature
Objectives
Learning Objectives - The student
will...
Assessment Opportunities
compare Milton’s fall of man with
the Biblical version.
Discern the differences in the two accounts through oral
discussion.
paraphrase the epic speeches in
Books One and Nine of Paradise
Lost.
Locate the epic speeches and then write a modern
paraphrase of each.
analyze Milton’s humanistic
interpretation of the story of the
fall of mankind.
Write an essay demonstrating the theme of the fall in
contemporary society.
demonstrate the emergence of
free will from the Medieval Period
to the Romantic.
Review graphic organizer on the literary periods from Unit
One (specifically, the Renaissance), and trace the
emergence of the idea of free will in Romanticism.
define the limitations of free will.
Find examples in culture today that reflect the limitations of
free will.
identify elements of Gothic
Identify both orally and in writing the Gothic elements as
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Summer 2012
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Planned Course of Study
literature.
they appear in Frankenstein.
analyze Shelley’s elimination of
the mother figure throughout the
novel.
Explain and support an assertion about Shelley’s
elimination of the mother figure in an on-demand timed
writing.
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Summer 2012
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Planned Course of Study
Sequence of Teaching and Learning
Number
of
lessons /
blocks
Lesson Topic(s)
Lesson Activities
1-1.5
Blocks
Milton
In small groups, students will be assigned a portion of the article on Milton and his significance
to the development of language and thought. The Jigsaw method will work well here.
1
Book 1: The Fall of
Satan
Read orally the excerpt from Book 1 in the text. Paraphrase Satan’s epic speeches; identify the
characteristics of an epic.
1
Book 9: The
Temptation of Eve
Read orally (hand out) and paraphrase the epic speeches.
1-1.5
Book 12: The
Expulsion
Students will read (hand out) and note the wasteland imagery.
1
Milton’s Humanizing
of the Fall of Man
Use “Humpty Dumpty” as the first example of the “Fall.” Students will work in groups and find
other examples of the fall of man.
Frankenstein
1
Examining
Relationship
Between Author’s
Life and Voice in
Writing
1. Students will consider the influence an author’s life has on her writing by journaling to an
author they admire
2. Students will read NY Times article, “Frankenstein: Meet Your Forefathers” to further
investigate what led to the creation of this novel
See link: http://www.nytimes.com/learning/teachers/featured_articles/20061027friday.html
3. Students will revisit their timelines to look at the other authors they have already learned
about and the characteristics we’ve studied that coincide with this time period
1-2/
Analyzing Gothic
British Literature
Summer 2012
1. Students will evaluate the gothic characteristics present in the novel by analyzing horror
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Planned Course of Study
ongoing
Characteristics and
Authors’ Use of Fear
video clips (appropriately pre-selected and previewed by the teacher).
2. Students will generate a list of characteristics that build fear and begin to compare these with
what they are noticing in the novel.
3. Students will also read two non-fiction essays, “New DVDs: Horror Movies” by Dave Kehr
and “The Thinking Reader’s Guide to Fear” by Terrence Rafferty
See links:
http://www.nytimes.com/learning/teachers/featured_articles/20081023thursday.html
http://www.nytimes.com/2006/06/04/books/review/04rafferty.html?_r=1
Teacher may decide to use accompanying questions to extend the students’ discussion and
analysis of these horror tactics.
4. Students may add the list of characteristics as they apply to Frankenstein to their DE
Journals for future reference throughout the duration of the novel.
1-2
Plus a
timed
writing
for 1
block
Analyzing the
Female Voice in
Literature and Media
British Literature
Summer 2012
1. Students will consider their preconceived notions of a female vs. a male perspective by using
the handout, “Stories of Our Times”
See link for access to PDF: http://learning.blogs.nytimes.com/2009/10/29/thats-a-different-storyconsidering-narratives-by-and-about-women/
2. Students will create a class list of the texts they’ve read in their literature classes during high
school. They will analyze these texts by considering the following questions (as suggested on
the previously attached link):
● How many of the works were written by women?
● How many by men?
● Which ones feature female protagonists?
● Which ones feature male protagonists?
● Are there such things as “boy stories” or “girl stories”?
● Which ones, if any, would you classify as “boy stories”? Why?
● Which ones, if any, would you classify as “girl stories”? Why?
● Do you think women have been underrepresented in our school curriculum? Why or
why not?
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3. Students will read the non-fiction essay, “Now Starring at the Movies: Famous Dead Women”
and answer comprehension and analysis questions accompanying the text to further examine
the lack of female voices in the film industry and today’s media society.
See link: http://www.nytimes.com/2009/10/25/weekinreview/25dargis.html
4. Students will then view a video clip featuring a strong female persona. Students will then
reflect on what makes this video about a female a compelling story for any gender. Students
will then create a class list of characteristics that make a “good” story and/or a story that
everyone wants to read.
5. Students will then complete a short writing piece, evaluating whether or not Frankenstein is a
novel that appeals to one specific gender or human beings in general.
NOTE: This written piece does not have to occur at the same time as the rest of the lesson; the
first part of the lesson can be done at any time throughout the novel, but this written piece will
be most effective if students have read most, if not all, of it.
1-2
1
“Playing God”:
Analyzing Dr.
Frankenstein’s Moral
Responsibilities and
Modern Day Science
1. After students have read about the creation of the creature in the novel, they will juxtapose
the novel to various non-fiction essays dealing with the thematic ideas of the progress of
science and the implication of ethics prompted by the novel.
Timed Writing:
Questioning the
Absence of the
Mother
1. Students will complete a timed writing assignment asking them to evaluate Shelley’s purpose
for the destruction of each mother figure within the novel.
British Literature
Summer 2012
Students may access the materials given within the last section of the text and they may access
internet articles such as the ones listed below:
● http://www.nytimes.com/2007/11/20/science/20tier.html
● http://www.nytimes.com/2011/07/28/science/28life.html
● http://www.nytimes.com/2005/12/03/international/europe/03france.html
● http://www.nytimes.com/2010/07/11/opinion/11serpas.html
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Resources for this Unit
●
●
http://www.webenglishteacher.com/milton.html
Teaching Frankenstein with the NY Times: http://learning.blogs.nytimes.com/2010/08/04/teaching-frankenstein-with-thenew-york-times/
British Literature
Summer 2012
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Planned Course of Study
Unit Title:
Unit Five: Satire
Unit
Overview:
Students will examine two key satirical texts, in the form of a fictional poem with
Chaucer’s The Canterbury Tales and an essay with Swift’s “A Modest Proposal”
to examine the way an author’s tone can elicit commentary and criticism about
his society. Students will become familiar with common satirical devices such
as hyperbole, understatement, irony, and others in order to recognize them in
modern works and popular culture.
Essential
Questions:
1. In what ways can literature, in addition to entertainment, be extended
arguments about society?
2. How does the author use the technique of satire to reveal his intent?
3. What are the implications of the dual role of the narrator as storyteller and
character?
4. How does religion influence a person’s daily life?
Focus
Standards:
RL.11-12.1-7
RI.11-12.1-7
RI.11-12.10
W.11-12.1-9
Key Unit
Terminology
satire, irony, fabliaux, denotation, connotation, hyperbole, sarcasm,
understatement, allusion
Objectives
Learning Objectives - The student will...
Assessment Opportunities
identify and interpret common satirical
elements such as: denotation,
connotation, irony, hyperbole, sarcasm,
and understatement.
Create a chart with these terms including general
definitions and specific examples from the texts.
analyze the impact of an author’s point
of view on the interpretation and
criticism of societal values.
Read and discuss reactions to and or imagined
reactions to each text in order to interpret the author’s
intended purpose(s).
compare the religious corruption
apparent in both The Canterbury Tales
and “A Modest Proposal”
Compare the similarities between Chaucer’s tone and
Swift’s tone in regards to religion within both texts.
define and apply satire not only to The
Canterbury Tales and “A Modest
Proposal” but also to popular culture.
Find a modern-day satire (does not have to be
written, can be audio/visual) to compare with The
Canterbury Tales and “A Modest Proposal” by
highlighting and defining examples of key satirical
elements.
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Sequence of Teaching and Learning
Number of
Lesson Topic(s)
lessons / blocks
4 Blocks
Chaucer”s “Prologue,” “The
Pardoner’s Tale,” and the “Millers’
Tale.”
2
“A Modest Proposal”
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Lesson Activities
The Canterbury Tales
● “Prologue”
1. Students will read orally the description of the first few characters
and record characteristics in teacher-made chart.
2. At that point, students will form small groups and and will become
an expert on one of the remaining characters and complet the chart.
3. Students will jigsaw and teach their assigned characters to other
groups, and all will complete chart.
4. Students will choose one of the characters to build a “profile” using
a teacher-generated organizer or complete a sketch of the specific
character.
5. Students will apply Chaucer’s use of satire and to Chaucer’s
targets of criticism.
● “The Pardoner’s Tale”
1. Students will read the “Pardoner’s Tale” and
write a summary of the plot identifying parts of
plot and character traits.
2. Students will orally identify the targets of
Chaucer’s satire in this tale.
● “The Miller’s Tale”
1. Students will read orally “The Miller’s Tale”
and cite five passage demonstrating humor.
2. Explain the term “fabliaux” and analyze how
incidents of bawdy humor creates the satire.
●
●
Read The Butter Battle Book (Dr. Seuss); review the term “satire”
Students research the conditions in Ireland and how the English
viewed the Irish.
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●
●
●
Modern satire
Students will understand Swift’s allegiance to both Ireland and
England.
Students will read the work and identify characteristics of satire:
understatement, overstatement (hyperbole), sarcasm, tone, etc.
Students will write their own “modest proposal.”
Students will find a modern example to share with the class.
Resources for this Unit
●
●
●
●
●
●
Prentice Hall Literature: The British Tradition
“The Prologue”: Character Profiles Student Handout
A Rap Summary of “The Pardoner’s Tale” http://www.youtube.com/watch?v=cnVLLQna1-c
Student copies of “The Miller’s Tale”
Primary Source Documents Published in Response to Swift’s “A Modest Proposal”
The Butter Battle Book by Dr. Seuss
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Unit Title:
Unit Six: Beauty and Truth
Unit
Overview:
In this unit, students use poetry and art to explore and understand major
characteristics of the Romantic period. First, students are introduced to the
historical, societal, and literary characteristics of the Romantic period. Students
deepen their understanding of Romanticism through an evaluation of William
Wordsworth's definition of poetry. Students will examine a sampling of the
masters of British Romanticism and their voices. Secondly, students will
examine the relationship between poetry and art, bridging the two with the traits
of Romanticism. Finally, students will continue the exploration of art, beauty,
and truth through the reading of The Picture of Dorian Gray.
Essential
Questions:
1. What does it mean to read literature as quest-- for truth, for beauty, or for
understanding?
2. How do the precepts or relationship of emotion and reason affect literature?
3. According to the Romantic precepts, what must man do in order to attain
peace and balance in life?
Focus
Standards:
RL.11-12.1-7
RI.11-12.1-2
RI.11-12.4-5
RI.11-12.7
W.11-12.1
W.11-12.4
W.11-12.6
Key Unit
Terminology
nature, supernatural, individualism vs. society, paradox, id, ego, superego,
conflict, allusion, TP-CASTT, ode, quest hero, elegy, sonnet, simile, rhyme,
denotation, connotation, assonance, internal rhyme, the Byronic Hero
Objectives
Learning Objectives - The student
will...
Assessment Opportunities
identify the characteristics of
Romantic literature.
Review the notes and graphic organizer from Unit One
and describe the characteristics.
define and interpret the use of
paradox.
Paraphrase the paradox from the text to arrive at the
actual meaning.
evaluate the transient nature of
beauty.
Juxtapose the works of Wordsworth and Coleridge to
demonstrate the transience.
identify the extension of Gothic
characteristics within a Victorian
work.
Track Gothic characteristics as they read The Picture of
Dorian Gray.
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explore the relationship between
beauty and evil.
Create an ongoing, evolving self-portrait incorporating
personal identity and personal regrets.
explain how free will can influence
one’s success or demise.
Apply this thematic idea of “free will” to any character
studied in the course or this unit and compose a literary
analysis essay.
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Sequence of Teaching and Learning
Number of Lesson Topic(s)
lessons /
blocks
Lesson Activities
.5
Block(s)
1. Students will write a paragraph in response to the question: “What does it mean to call
something Romantic?”
Characteristics of
Romantic poetry
2. Teacher will read a series of statements that support the philosophy of Romanticism;
students react by writing “A” for “agree” or “D” for “disagree.”
3. After this activity and discussion, students will write another paragraph explaining their
understanding of Romanticism.
“The Romantics:
Liberty” (full
documentary)
Show film introducing the historical events of the revolution.
.5-1
“The spontaneous
overflow of powerful
feelings”
(Wordsworth)
Analyze first the denotative meaning of each word and then move to the connotative definition
of each word on the graphic organizer.
.5
The Romantic notion
that “the world is too
much with us”
Read orally and model the TP-CASTT with Wordsworth’s “The World is too Much With Us”;
interpret possible meanings for “the world.”
.5
The Raft of the
Medusa (Theodore
Geracault) painting
What characteristics of the painting cause it to be Romantic?
.5
Wordsworth: “I
Wandered Lonely as
TP-CASTT “I Wandered Lonely as a Cloud”
.5-1
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http://www.youtube.com/watch?v=DMgh6wFnw_k
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a Cloud”
.5-1
Coleridge’s “The
Rime of the Ancient
Mariner”
.5-1
Blake’s “Tyger, Tyger” Students will find examples of Blake’s art and compare the Romantic characteristics to the two
and “Little Lamb”
poems.
1-2
Byron, Keats, and
Shelley: Lyric Poetry
Students will listen to a professional reading of the poem. Students will examine the narrative
voice, the narrative structure, the supernatural, themes, imagery, the mariner as quest hero. In
small groups, students complete the discussion questions (teacher-made worksheet).
Students will read orally and TP-CASTT the following poems:
● Byron: excerpt from Don Juan (and application of the traits of the Byronic Hero
● Shelley: “Ozymandias” (Romantic characteristics of sonnet)
● Keats: “Ode on a Grecian Urn” (examine the relationship between truth and beauty)
http://academic.brooklyn.cuny.edu/english/melani/cs6/urn.htm
The Picture of
Dorian Gray
1-1.5
Making Predictions
1. Students will be shown three images to reflect on individually:
● a painting by Ivan Albright based off of The Picture of Dorian Gray
http://www.artic.edu/aic/collections/artwork/93798
● a Google image of Bradley Cooper, People magazine’s “Sexiest Man Alive in 2012”
● part of the music video of “Thriller” by Michael Jackson
Students will then be asked to predict how these three images could be related.
2. Students will then complete a Probable Passage as an anticipatory set for The Picture of
Dorian Gray.
3. Students will annotate individually and then pair and share biographical information about
Oscar Wilde. They will make predictions about how his life could have impacted his writing.
4. Students will research the Aesthetic Movement in England during the late 19th century and
record three facts from reputable sources in their DE Journals to share with the class.
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1
Coming to
Understand
Characterization by
First Reactions
1. Students will begin class by sharing their facts about the Aesthetic Movement.
2. Students will read a chunked copy of Chapter One in pairs to complete a reciprocal think
aloud.
3. Once the pairs are done with the chapters, they will work together on questions about
Chapter One. Then, they will individually write a response to Chapter One that can be finished
for homework if necessary.
4. Students will read Chapter Two for homework and add to their DE Journals.
1
Analyzing Imagery
1. Students will begin class by comparing notes from their DE Journals.
Reflecting on
Personal Perception
2. Students will go back into Chapters One and Two to complete an Imagery Chart, causing
them to analyze Wilde’s use of imagery and the impact it has on the reader’s mood and
response during these chapters.
2. Students will then complete a “word self-portrait” as a follow-up to the artwork we learn about
in Chapter Two. They will use this list of characteristics about themselves to either create an
artistic representation of themselves or a creative arrangement of these words.
Students will be adding to this portrait and changing it throughout the unit, so they should be
aware of this at the beginning of the assignment.
3. Students will create their self-portrait and read Chapter Three for homework, while adding to
their DE Journals.
1
Analyzing Paradox
Increasing
Background
Knowledge of the
Setting
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Summer 2012
1. Students will begin class by referencing the moment at last night’s reading when the
characters discuss paradox at the dinner party. Students will review their understanding of
paradox.
The teacher will then introduce the Paradox Log that they will keep throughout the rest of the
novel (recording fifteen, with citations, and writing a paragraph response about the significance
of five of them within the context of the novel.)
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2. Students will read a short, non-fiction passage about the belief system of Hedonism and
discuss how this mindset influences Wilde’s characters. Students may make predictions based
on this background knowledge.
3. Students will then begin Chapter Four by completing a shared think aloud.
4. Students will finish reading Chapter Four and read Chapter Five for homework and continue
adding to their DE Journals and Paradox Logs.
1
Analyzing Point of
View
1. Students will begin class by sharing reactions and observations from their DE Journals.
2. Students will complete a RAFT activity focusing on the topic of Dorian and Sibyl’s
engagement.
3. Students will read Chapter Six for homework and continue adding to their DE Journals and
Paradox Logs.
1-2
Making Predictions
and Analyzing
Characterization
1. Students will begin by reflecting on Chapter Six by individually completing the Pros and
Cons Engagement chart based on what they read for homework. Students will then work in
pairs to compare notes and expand on this chart.
Students will use the chart to decide whether or not the engagement is a good idea and they
can debate this as a whole group discussion.
2. Students will then complete a shared think aloud for Chapter Seven. This will give students
a chance to process and analyze the strange events of this chapter together.
3. Students will then think-pair-share about what they think Dorian’s sin is in this chapter.
Students will then complete a short journal entry about a time when they made a selfish
decision that they later regretted.
4. For homework, students will “change” part of their self-portrait by incorporating this regret
into it, whether by words or an illustrative symbol- they MUST be prepared to share their portrait
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with the class on the following day. Students will also read Chapter Eight for homework and
continue adding to their DE Journals and Paradox Logs.
1
Examining the Effect
of Morality on Beauty
1. Students will begin class by sharing their newly modified self portraits in pairs. Students
may choose to share with the whole class as well.
Analyzing
Foreshadowing
2. Students will then share reactions and observations from the chapter read for homework.
Students will think-pair-share going back into the previous chapters and looking for
foreshadowing of Sibyl Vane’s death.
3. Students will begin reading Chapter Nine with a reciprocal think aloud and share their
thoughts with each other by the end of class.
4. Students will finish reading Chapter Nine and read Chapter Ten for homework, continuing to
add to their DE Journals and Paradox Logs.
1-2
Comparing Prose and
Poetry
Analyzing
Characterization and
Making Personal
Connections
1. Students will share reactions and observations from their DE Journals.
2. Students will complete a short poetry activity by converting a passage from what they read
for homework into poetry. Students will reflect on the differences of prose and poetry.
3. Students will then work together to complete the Characterization Chart based on Chapters
One through Ten.
4. For homework, students will add one more change to their self-portraits to share with the
class.
1
Tolerating Ambiguity
and Summarizing for
Understanding
1. Students will begin class by sharing their portrait changes.
2. Students will then receive a chunked copy of Chapter Eleven to read as a shared think
aloud, since this chapter is particularly tangential and may be difficult for them.
3. Students will conclude their work by summarizing key points from the chapter.
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4. Students will read Chapter Twelve and Thirteen for homework and continue adding to their
DE Journals and Paradox Logs.
1
Using Poetry to
Analyze Textual
Evidence
1. Students will begin class by sharing their observations and reactions to last night’s
homework.
2. Students will then compose a “Found Poem” using one of the chapters they read for
homework.
3. Students will share their poems and discuss significant passages in context.
4. Students will create a third change in their self-portraits to prepare with the class and catch
up on their Paradox Logs.
1-2
Summarizing
1. Students will begin class by sharing their self-portraits.
Making Connections
to Informational Texts
2. Students will read some informational texts about the social climate of the late 19th century,
particularly focusing on acceptable and unacceptable social relations.
Tracing Gothic
Characteristics
Students will work in small groups to summarize what they’ve read and share it with the class.
3. Students will then complete a shared think aloud with Chapter Fourteen, paying specific
attention to the Gothic characteristics found within this chapter as well as any connections they
can make with the informational texts they have just read. Students will then share their
observations with the class.
3. Students will do a think-pair-share to predict what will happen in the rest of the novel.
4. Students will read Chapters Fifteen and Sixteen for homework and continue adding to their
DE Journals and Paradox Logs.
1-2
Analyzing Character
Development with
Textual Evidence
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Summer 2012
1. Students will begin class by going back into the chapters they read for homework and finding
at least two “golden lines” that define Dorian’s outer appearance at this point in the novel and
his inner state at this point in the novel. Students will then share with the class.
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Questioning the
Author’s Choices
2. Students will complete a reciprocal think aloud for Chapter Seventeen using only questions
as their reactions.
3. Students will then re-examine Dorian’s wish to “rechristen” items and complete a
characterization rechristening activity by describing main characters and their traits then
renaming them.
4. Students will read Chapters Eighteen and Nineteen for homework and continue adding to
their DE Journals and Paradox Logs.
1-2
Understanding
Allusions
1. Students will begin class by sharing observations from their DE Journals.
2. Students will go back into Chapter Nineteen and examine some of the key allusions used in
the chapter by researching their meaning.
Students will give a brief summary of the allusion and then make a prediction and or connection
to why Wilde included it in the chapter.
3. Students will complete a shared think aloud for Chapter Twenty, the final chapter of the
novel. Students will share their reactions with the class.
4. Students will finish their Paradox Logs for homework.
1
Reflecting on Beauty
and Morality
1. Students will refer back to their evolving self-portraits to write an in-class reflection about the
process of analyzing their past wrongdoings in the face of their identity. Key questions include:
● What impact does behavior and or morality have on beauty?
● What impact does morality have on self-perception?
● Is it possible to free oneself from one’s wrongdoings? In other words, is redemption
always possible?
● Is there any way “to kill the past”?
Resources for this Unit
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●
●
http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-romanticism-throughhttp://www.webenglishteacher.com/coleridge.html
WEBSITES
●
●
●
●
●
●
●
The Raft of the Medusa interactive
French frigate Méduse (1810)
Connotations and Denotations
Merriam-Webster Online
The Raft of the Medusa
Poetry Analysis—TP-CASTT
History Guide: Toward a Definition of Romanticism
●
●
●
●
●
●
●
●
●
http://www.nationalarchives.gov.uk/education/victorianbritain/ : Information about Late 19th Century Social Life (“The
Blackmail’s Charter” / homosexual relationships)
http://www.victorianweb.org/authors/wilde/index.html : Biographical Info about Oscar Wilde
Chapter Three Imagery Chart: Student Handout
Self-Portrait Chart: Student Handout
From Prose to Poetry: Student Handout
Characterization Chart for Chapters One through Ten: Student Handout
Chapter Thirteen “Found Poem”: Student Handout
Name Chart for “Rechristening” Characters: Student Handout
Chapter Nineteen Allusions: Student Handout
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Unit Title:
Vocabulary Level G
Units 1-10
Unit Overview:
Although this unit is written as a separate component, it is meant to be
taught simultaneously with the preceding six units in order to extend
reading, writing, speaking, and listening skills.
Essential Questions:
Use appropriate strategies to determine and clarify meaning of
vocabulary in fiction and nonfiction.
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone.
Focus Standards:
RI.11-12.4
RL.11-12.4
W.11-12.1-10
Key Unit Terminology Prefix, suffix, root word, context clue, synonym, antonym, part of
speech, pronunciation, connotation, denotation, literal, figurative, affix
Objectives
Learning Objectives - The student
will...
Assessment Opportunities
Identify and/or apply a synonym or
antonym of a word used in a text.
Student assessment is ongoing throughout each of the
10 units. Students are assessed based on their
understanding of the skills necessary to complete the
book exercises, the extension activities, the writing
responses, formative quizzes and summative tests.
Identify how the meaning of a word
is changed when an affix is added;
identify the meaning of a word with
an affix from a text.
Use context clues to determine or
clarify the meaning of unfamiliar,
multiple meaning, or ambiguous
words.
Draw conclusions about the
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connotative meanings of words.
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Sequence of Teaching and Learning
Number of
lessons / blocks
Lesson Topic(s)
Lesson Activities
.5 Block(s)
Introduction of the 20 words
in each unit
1. Teacher-led pronunciation of each word; students examine part of speech;
analyze prefixes, roots, suffixes; relate meaning to learned vocabulary.
2. Students complete the exercises in the book: completing the sentence,
synonyms, antonyms, choosing the right word, and vocabulary in context.
Ongoing
Practice the meaning of the
words
1. Students write original sentences with context clues highlighted.
2. Students write short plot summaries of reading assignments using five of the
assigned words.
3. Students make crossword puzzles online, print them and exchange for peer to
practice words.
4. Students use Sadlier-Oxford online resources for review.
1/unit
Objective Assessment and
Authentic Assessment
1. The mastery of each unit will be completed with a test assessing the 20 words
per unit.
2. The cumulative test will include three units of study.
3. Per unit, students will choose a piece of nonfiction relevant to a literature
theme. Using MLA format, students will write a response including the following:
o
a summary of the article
o
a reaction response to the central idea
o
MLA citation
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Resources for this Unit


Sadlier-Oxford Vocabulary Workshop—Level G
Sadlier-Oxford Vocabulary Workshop—Level G—Test Generator
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Unit Title:
Writing and Grammar
Unit Overview: The writing and grammar lessons will be integrated within the literature units
throughout the semester. Three main types of writing will be assessed: an ondemand writing, a primary source analysis, and a critical research essay.
Grammar skills necessary for post-secondary proficiency in writing will be
addressed. These skills may include, but are not limited to: comma usage,
agreement, parallelism, and punctuation.
Essential
Questions:
How does the knowledge and understanding of grammar and usage improve
the writing skills?
Focus
Standards:
W.11-12.1-10
Key Unit
Terminology:
Primary source; secondary source; critical source; writing prompt; close
reading;
active and passive voice; proper use of punctuation (commas, semi-colons,
colons); vary sentence structure; use phrases and clauses; recognize
dangling/misplaced modifiers; recognize and correct any shifts in verb, mood,
voice; use parallel structure; pronoun agreement.
Objectives
Learning Objectives - The student
will...
Assessment Opportunities
1. write a coherent response to
a prompt within a specific
timeframe.
1. The students will write an expository response to a
quote by Mary Shelley in response to her purpose for the
novel Frankenstein.
2. select textual evidence from
a work to support a thesis.
2. The students will write a persuasive character
analysis focusing on the concept of fate vs. free will.
3. analyze and interpret primary
and secondary sources to support
an argument in writing.
3. The students will write a research essay addressing
one of the central themes in Macbeth by integrating
textual evidence and secondary source theories.
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Sequence of Teaching and Learning
Number of lessons /
blocks
Lesson Topic(s)
Lesson Activities
Ongoing
Active and passive voice
Practice in daily edits; integration of mini-lessons; apply to all
writing.
Ongoing
Commas, semi-colons, colons
Practice in daily edits; integration of mini-lessons; apply to all
writing.
Ongoing
Phrases and clauses (misplaced
modifiers)
Practice in daily edits; integration of mini-lessons; apply to all
writing.
Ongoing
Parallel structure and agreement
Practice in daily edits; integration of daily mini-lessons; apply to
all writing.
Primary Source Paper
See unit assessment.
Timed Writing
See unit assessment.
Research/synthesis Paper
See unit assessment.
Resources for this Unit
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