LOS ALAMOS PULBIC SCHOOLS CURRICULUM ALIGNMENT & PACING GUIDE
ESSENTIAL QUESTION: What has created, is creating, and will create the human story?
NOTE: The content of the course is based on a World Literature model. The selections are suggestions best used to meet the standards.
Texts: The Language of Literature: World Literature, McDougal Littell (WT) .
Literature (Sophomore Blue), McDougal Littell (BT)
Classical Roots Workbook (CRW)
Sophomore Grammar Workbook (SGW)
Suggested Novels: Huckleberry Finn, Mark Twain (HF); Things Fall Apart, Chinura Achebe (TFA); Bless Me Ultima, Rudolpho Anaya (BMU); Cry, the Beloved Country, Alan Paton (CBC), Frankenstein, Mary Shelley (F)
I = Introduce (I)
D = Develop (D)
M = Master (M)
STRAND I: READING
Content Standard I: Students read and
understand a variety of materials
Benchmark I-A: Use comprehension strategies
for unfamiliar vocabulary
PERFORMANCE INDICATORS
END LEARNING MASTERY
ASSESSMENT(S)
RESOURCES
MP1
MP2
MP3
MP4
1. Use knowledge of roots, prefixes, suffixes (e.g., Greek/Latin) and
etymology to determine the meaning of unfamiliar vocabulary.
2. Use knowledge of word families and word suffixes to determine
meaning (e.g., educate-educational-educationally).
3. Use general and specialized dictionaries, thesauri and glossaries
(print and electronic) to determine the definition and pronunciation of
unfamiliar words.
IDM throughout the year
 Student Vocabulary Notebook
 Vocabulary quizzes after every reading assignment w/ a
vocabulary component
 Integrated vocab into ACE responses associated with
literary analysis
 Common Semester Final
WT -- Glossary
BT -- Glossary
CRW in sequence
Novels – Selected words
*
IDM
*
IDM
*
IDM
*
IDM
Benchmark I-B: Use comprehension strategies
to understand the meaning of a text.
1. Use prior knowledge in understanding texts.
2. Recognize primary organizing structures.
Every reading assignment throughout
the year will include strategies that will
reflect performance indicators.
Reading responses and annotations for all literature
assigned.
*
DM
*
DM
*
DM
*
DM
*
IDM
*
IDM
*
IDM
*
IDM
Journal responses throughout the year
will reflect prior knowledge and
integrate understanding of organizing
structures using specific prompts that
tie the topics, themes,
historical/social/cultural context of the
literature to the students’ world and
personal experience.
Plot map, ACE response, thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
Plot map, ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
DM
Detect cause/effect structure,and
archetypes in world literature. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh.
Cause/effect organizer, project that extends the story of
Gilgamesh that reflects prior knowledge, and the primary
organizing structures found in the epic. Reflect understanding
of the text by extending the story in writing..
Gilgamesh, 30-46 WT
*
D
Sundiata, 632-640 WT
Use prior knowledge of one text to
compare to another.
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
*
D
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Differences and similarities grid, ACE response that reflects
understanding of organizing structure.
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Apply literary elements to reading of the
text: dactylic hexameter, epic simile,
epithets, mythological references to
develop understanding of the structure of
an epic.
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing primary
organizing structures.
Iliad, Homer, 160-222 WT
*
IDM
Apply literary elements to reading of the
text to determine primary organizing
structures (drama, narrative), and use
literary elements as prior knowledge.
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
demonstrate understanding of primary organizing structures,
using prior knowledge.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
*
IDM
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
*
DM
Reflect understanding of Medieval
romance as the primary organizing
structure.
Group extension of a medieval romance based on the poem.
The Lay of the Werewolf,
Marie de France WT
*
DM
Reflect understanding of persuasion as a
primary organizing structure. Use prior
knowledge (literary and rhetorical
elements, social understanding, historical
context) to come to conclusions about
persuasive writing fiction and nonfiction.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque as primary organizing
structures of the narrative.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry.
Create an illuminated text using any of the Asian texts studied.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
*
IDM
Reflect understanding of the tenets of
philosophy found in transcendentalism as
a primary organizing structure of the
essays
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19 th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
ID
Reflect understanding of the novel as a
the primary organizing structure within a
19th century American context.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Huckleberry Finn, Twain
(Book Depository)
*
IDM
Benchmark I-C: Infer, analyze, and synthesize
to increase comprehension.
1. Recognize the presence and effect of a specific point of view.
2. Recognize the sources of information (whether primary or
secondary) in a text
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
Poetry portfolio of poems that models elements and forms
studied.
Every reading assignment throughout
the year will include strategies that will
reflect performance indicators.
Reading responses and annotations for all literature
assigned.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
Journal responses throughout the year
will reflect student understanding and
use of specific points of view using
prompts that tie the topics, themes,
historical/social/cultural context of the
literature to the students’ world and
personal experience.
Project will reflect an understanding of
specific points of view in
comparison/contrast of critical reviews of
the same stage production.
Movie Pitch project using the points of view of each critical
review as primary texts.
Julius Caesar – Critical
Reviews 1186-1189 BT
Note and use specific points of view to
develop arguments based on the topics
raised in the readings.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect understanding of point of view
developed with either/both deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the presence and effect of the specific points of
view in opposition and support of 19th century American
transcendentalism.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Recognize and name sources of
information as primary or secondary
Note and use specific points of view to
develop arguments based on the topics
raised in the readings.
Recognize and name sources of
information as primary or secondary
Benchmark I-D: Use meta-cognitive strategies
to increase comprehension.
1. Use multiple strategies to monitor one’s pace and comprehension.
2. Draw conclusions from information in texts to arrive at new
knowledge.
3. Evaluate texts by determining the value to oneself.
4. Analyze texts to determine how much prior and specialized
knowledge is needed.
Every reading assignment throughout
the year will include strategies that will
reflect performance indicators.
Journal responses throughout the year
will serve as an ongoing strategy for
students to monitor pace and
Reading responses and annotations for all literature
assigned.
*
IDM
*
IDM
*
ID
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
compreshension of material presented,
to draw conclusions and arrive at new
knowledge, to evaluate texts based on
self-relevance, and to figure out how
much prior knowledge is needed to
fully grasp specific texts and topics.
Use cause/effect strategy to develop
understanding of archetypes in world
literature. Draw conclusions that lead to
new knowledge of archetypes, history of
human communication and myth. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh that demonstrates
understanding of prior specialized
knowledge needed to create such a myth.
Cause/effect organizer as a strategy to monitor pace and
comprehension. Written extension of the Gilgamesh myth that
evaluates the text in terms of oneself.
Gilgamesh, 30-46 WT
*
IDM
Use prior knowledge of one text to
compare to another in order to draw
conclusions.
Compare/contrast essay to draw conclusions about history,
literature, and purpose in Gilgamesh and the Sundiata.
Sundiata, 632-640 WT
*
IDM
Use differences and similarities grid as a
strategy to monitor pace and
comprehension.
Differences and similarities grid, ACE response that reflects
conclusions drawn and new ideas arrived at.
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
IDM
Apply literary elements as strategies to
reading of the text: dactylic hexameter,
epic simile, epithets, mythological
references to develop understanding of
the epic and its value to oneself..
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing value to
oneself.
Iliad, Homer, 160-222 WT
*
IDM
Develop contemporary parallels to draw
conclusion that lead to new knowledge.
Mastery of purpose using primary
organizing structures and literary
elements (historical fiction, history,
myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
Understand and use the rhetoric of
persuasion to draw conclusions that lead
to new knowledge. Evaluate (literary and
rhetorical elements, social understanding,
historical context) to come to conclusions
about value to self and society.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to draw conclusions and come to new
knowledge of the persuasive essay: deductive and inductive
reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Evaluate satire, parody, literary
dichotomy, and the first novel in
picaresque in relationship to self and
society.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Evaluate didactive literature, maxim,
anecdote, lyric poetry, haiku, renga, tanka
and parable to determine value to self.
Analyze poems, philosophy, and
narratives to determine prior knowledge
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
*
*
DM
necessary for understanding..
STRAND II: Language
Content Standard II: Students write and speak
using correct grammar, syntax, usage,
punctuation, capitalization,
and spelling.
Benchmark II- A: Demonstrate control of
Standard English through the effective use of
syntax.
Benchmark II-B: Demonstrate control of
Standard English through correct grammar and
usage.
Benchmark
II-C:
Demonstrate
control
of
Selections from 486-549 WT
IDM
*
ID
Draw conclusions based on the tenets of
opposing and supporting philosophy
found in transcendentalism to evaluate the
philosophy, determine what prior
knowledge is necessary for
understanding, and evaluate the texts to
determine value to oneself.
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19 th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Use Venn diagram of the roles of society
as a stragegy to monitor pace and
comprehension of the novel.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Huckleberry Finn, Twain
(Book Depository)
*
IDM
Uses the elements of poetry from the
selected poems as a strategy to write
original poetry. Evaluates poetry to
determine value to self. Anayzes poetry
to determine prior and specialized
knowledge necessary to understand and
model elements and forms to create a
poetry portolio.
Poetry portfolio of student generated poems that models
elements and forms studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
IDM
PERFORMANCE INDICATORS
END LEARNING MASTERY
ASSESSMENT(S)
RESOURCES
MP1
1. Use contrasting subordinate conjunctions to express contrasts or
contradictions between ideas.
2. Use knowledge of sentence structure to eliminate comma splices
and dangling or misplaced modifiers.
Write essays of 3-5 paragraphs that use
contrasting subordinate conjunctions and
avoid comma splices and dangling or
misplaced modifiers.
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments. The rubrics will include an emphasis on
subordinating conjunctions and the elimination of comma
splices and dangling or misplaced modifiers.
Essay assignments and
ACE responses that
correspond to each unit of
study throughout the year.
*
IDM
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs. The expectations will
include an emphasis on subordinating conjunctions and the
elimination of comma splices and dangling or misplaced
modifiers
WT, BT, select novels, and
outside reading selections.
1. Correctly use gerunds (and gerund phrases).
2. Correctly use adjective participles (and adjective participle phrases)
to modify nouns.
3. Correctly use infinitives (and infinitive phrases) as nouns, adjectives,
and adverbs.
4. Correctly use relative, reflexive, demonstrative, and indefinite
pronouns.
5. Correctly use both essential and non-essential adverb and adjective
clauses.
1. Correctly use commas for the following purposes: initial adverbial
End mastery should match the
performance indicators.
End mastery should match the
Workbook pages and quizzes concentrating on each skill
throughout the year.
MP2
MP3
MP4
*
IDM
*
IDM
BT (student resource book
R46-R65)
SGW
BT (student resource book
R46-R65)
Emphasis in writing assignments on each skill included in
the rubrics of 3-5 paragraph essays.
SGW
Workbook pages and quizzes concentrating on each skill
BT (student resource book
1, 2
DM
3,4,5
DM
DM
Standard English through the correct use of
punctuation, capitalization
STRAND III: Communication
Content Standard III: Students communicate
effectively through listening and speaking.
Benchmark III-A: Give spoken instructions to
perform specific tasks, to answer questions or
to solve problems
phrases and clauses, non-essential adjective phrases
and clauses, coordinate adjectives, contradictory elements,
parenthetical elements, tag questions
performance indicators.
throughout the year.
R46-R65)
Emphasis in writing assignments on each skill included in
the rubrics of 3-5 paragraph essays.
SGW
Apply literary elements as strategies to
reading of the text: dactylic hexameter,
epic simile, epithets, mythological
references to create a speech and
interview that indicates identification of
purpose and audience.
Speech in the voice of Nestor that reflects organizing structure
and purpose of an epic. CNN interview of major characters in
the epic to demonstrate understanding of purpose and audience
in presentation.
Iliad, Homer, 160-222 WT
Apply literary elements to reading of the
text to determine purpose and audience in
order to deliver group presentations of
Act V, and individual memorized
soliloquies.
Memorized soliloquy of 15 lines or more. Group presentation
of Act V with written component to demonstrate understanding
of purpose and audience. Movie Pitch project using the points of
view of each critical review as primary texts to develop purpose
and audience.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Reflect understanding of persuasive
techniques as rhetorical strategies. Use
(literary and rhetorical elements, social
understanding, historical context) to come
to present orally and in writing arguments
that identify audience and strategically
use information to effectively persuade.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Reflect understanding of the opposing
and supportive tenets of philosophy found
in transcendentalism to identify purpose
and audience. Use rhetorical and
philosophical strategies to convey point
of view.
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
IDM
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to present a poetry portolio.
Present poetry portfolio of poems that models elements and
forms studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
PERFORMANCE INDICATORS
1. Identify purposes and audience to determine the important
information to communicate and the language needed to convey
it.
2. Use specific strategies to improve the effectiveness of spoken
instructions (e.g., repeating the instructions to ensure recall,
following a process, emphasizing key points, and employing
appropriate diction).
*
IDM
*
IDM
*
IDM
Benchmark III-B: Make oral presentations with a
logical structure appropriate to the audience,
context and purpose.
1. Consider purpose and context (e.g., time limit and setting); analyze
characteristics of the audience (e.g., prior knowledge
and experiences related to the topic, needs, interests, values, beliefs,
culture, age and gender); select and adapt the topic
to the audience; develop a theme; guide language choices and plan the
presentation.
2. Use an appropriate organizational pattern (e.g., topical, spatial,
chronological, sequential, problem/solution,
compare/contrast, cause/effect or claim/evidence).
3. Develop main ideas based on audience’s prior knowledge and
interests; use signposts and transitions to highlight
important ideas and signal clear connections among ideas; develop an
introduction that engages audience attention and
previews presentation content; and develop a conclusion that
summarizes main ideas, restates thesis, and leaves a strong
impression on the audience.
4. Select from a variety of presentational aids or performance props to
enhance ideas for audience response.
5. Rehearse the presentation orally to gain fluency, build confidence
and develop poise. Use feedback from others to
evaluate whether the presentation has appeal and achieves its purpose
and goals.
6. Employ a formal or informal tone as appropriate to the occasion.
Oral presentations throughout the year
will reflect the performance indicators.
Each rubric will reflect the literature and literary elements
in the unit, and the students’ ability to create an oral
presentation based on the performance indicators and the
content of the unit. The process will include self-directed
rehearsal and self and peer evaluation.
Apply literary elements of the unit as
strategies to developing an oral
presentation: dactylic hexameter, epic
simile, epithets, mythological references
to create a speech and interview that
indicates identification of purpose and
context
Speech in the voice of Nestor that reflects organizing structure
and purpose of an epic. CNN interview of major characters in
the epic to demonstrate understanding of purpose and audience
in presentation.
Iliad, Homer, 160-222 WT
Apply literary elements to reading of the
text to determine purpose and audience in
order to deliver group presentations of
Act V, and individual memorized
soliloquies.
Memorized soliloquy of 15 lines or more. Group presentation
of Act V with written component to demonstrate understanding
of purpose and audience. Movie Pitch project using the points of
view of each critical review as primary texts to develop purpose
and audience.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Reflect understanding of persuasive
techniques as rhetorical strategies. Use
(literary and rhetorical elements, social
understanding, historical context) to
present orally arguments that identify
audience and strategically use
information to effectively persuade.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Reflect understanding of the opposing
and supportive tenets of philosophy found
in transcendentalism to identify purpose
and audience. Use rhetorical and
philosophical strategies to convey point
of view in an oral presentation.
Group exercise that reflects paradigm shift, shared orally.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
IDM
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to present a poetry portolio.
Present poetry portfolio of poems that models elements and
forms studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
IDM
*
IDM
*
IDM
Benchmark III-C: Follow spoken instructions to
perform tasks, to answer questions or to solve
problems.
1. Consider the purpose and the speaker in order to understand what is
being communicated and the language being used to
convey the message.
2. Use strategies such as repeating instructions to oneself to ensure
recall and identifying key points.
The students will be taught often, and at
least once during any unit of study by
teacher directed instruction, during which
students will follow spoken directions to
perform tasks, answer questions, or to
solve problems.
Teacher evaluations of student work based on their ability to
follow directions.
All texts, novels, and outside
literature sources will be
used.
*
IDM
*
IDM
*
IDM
*
IDM
All texts, novels, and outside
literary sources will be used.
*
IDM
*
IDM
*
IDM
*
IDM
Peer evaluations for each oral presentation.
Peer evaluations of self-directed discussion.
Students will also use self-directed
discussion to discuss and analyze
assigned literature, topics derived from
the literature, and social/historical
contexts that parallel contemporary
society and their views of the world.
Oral presentations will be peer-evaluated
with rubrics that reflect the performance
indicators. The task will be to evaluate
student performances.
Benchmark III-D: Summarize and paraphrase
information presented orally by others.
Benchmark III-E: Identify the thesis of a speech
and determine the essential elements that
elaborate it, including logos, ethos, and
pathos.
1. Use a variety of strategies to understand complex literal messages in
order to summarize information presented orally (e.g.,
listening for contextual clues to infer meaning of unknown words;
interpreting figurative language; interpreting non-verbal
clues; listening in order to distinguish between main ideas and details;
listening for transitions; noting sequence and
organization of ideas; extending the speaker’s ideas based on prior
knowledge and personal experience; determining the
need for further information or research; visualizing using mnemonic
devices; summarizing and synthesizing; and
considering significance, value and possible uses of information).
2. Practice listening skills to enhance the ability to complete a task from
oral instructions.
1. Use visual models to analyze the components of a communication
event and to critique the communication’s effectiveness
in achieving its intended goals.
Students will take notes from teacher and
student presented material during every
unit. The notes will summarize the
information presented. The notes will be
organized and kept in a binder that will be
graded periodically.
Binders will be graded periodically for well-organized,
summarized notes.
Use the graphic organizer as a visual tool
to analyze the movie (a visual
communication event) for rhetorical
strategies, including logos, ethos, and
pathos.
Graphic organizer based on movie version of Julius Caesar used
to analyze the visual components of the movie and critique its
effectiveness.
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Identifiy the thesis of persuasive speech
using a graphic organizer to delineate
logos, ethos, pathos and critique speech’s
effectiveness.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? Peer analysis of group presentations to determine
effectiveness.
Analyze select PSA’s, advertisements,
and excerpts from delivered speeches to
determine rhetorical persuasive strategies
used and their effectiveness.
Complete exercises in the text, pages 572-577.
Peer evaluations for oral presentations.
Peer evaluations of self-directed discussion.
Julius Caesar, Shakespeare
1082-1182 BT
Julius Caesar – Critical
Reviews 1186-1189 BT
Movie Version (IMC) in
conjunction with BT
exercise—evaluating film
1192-1193 BT
*
IDM
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Benchmark III-F: Participate productively in
self-directed work teams for particular
purposes (e.g., to interpret literature, write or
critique a proposal, solve a problem or make a
decision).
1. Identify the purpose of team projects and the ground rules for
decision-making; maintain independence of judgment; dissent
courteously, avoiding premature consensus and tolerating ambiguity
and a lack of consensus; select leaders or
spokespersons when necessary.
Students will use self-directed
discussion to discuss and analyze
assigned literature, topics derived from
the literature, and social/historical
contexts that parallel contemporary
society and their views of the world
Organize and participate in self-directed discussion –
moderating, taking notes, keeping time, putting notes on the
board during discussion, asking/answering questions.
All texts, novels, and
outside literature.
All group work will reflect the
performance indicators.
STRAND IV: Writing
Content Standard IV: Students write effectively
for a variety of purposes and audiences.
Benchmark IV-A: Demonstrate proficiency in
producing a variety of compositions
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
Work in groups of 2-4 to develop
interview.
CNN interview of major characters in the epic to demonstrate
understanding of purpose and audience in presentation.
Iliad, Homer, 160-222 WT
Work in groups to plan, practice, and
present a scene from Act V.
Group presentation of Act V with written component to
demonstrate understanding of purpose and audience.
Work in groups of 3-4 to develop movie
pitch.
Movie pitch project using the points of view of each critical
review as primary texts to develop purpose and audience.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Work in groups of 3-4 to research and
present an answer to the question: What
is the best way to maintain or national
and international security?
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security?
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Work in groups of 3-4 to develop and
present the tenets of Transcendentalism.
Group exercise that reflects paradigm shift, shared orally.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
IDM
Work in groups to develop and present a
Venn diagram of the roles of society in
Huckleberry Finn.
Develop and present a Venn diagram of the roles of societies in
the novel.
Huckleberry Finn, Twain
(Book Depository)
PERFORMANCE INDICATORS
END LEARNING MASTERY
ASSESSMENT(S)
RESOURCES
MP1
MP2
MP3
MP4
1. Demonstrate proficiency in the creation of narrative texts (e.g.,
biography, autobiography, history, personal anecdotes or
short stories) that engage the reader by establishing a context and
point of view, establish plot and setting, develop
characters, employ concrete sensory details, and conclude effectively.
2. Practice the creation of imaginative and expressive texts (e.g.,
poetry, drama, screenplays, monologues, and song lyrics)
that engage the reader by establishing a context and point of view,
develop characters and plot when appropriate, creatively employ
figurative language, and conclude effectively.
Journal responses throughout the year
will demonstrate use of narrative
structures to develop ideas.
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments.
All texts, selected novels,
and outside literature
selections.
*
DM
*
DM
*
DM
*
DM
Essays will reflect performance
indicators based on unit of study and
intent (creative writing, non-fiction
narrative, persuasive writing, research,
and analysis)
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs.
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
3. Demonstrate proficiency in the creation of expository and process
essays that introduce the situation, provide necessary
background knowledge and clearly state the thesis or purpose, follow
an organizational pattern particular to type, offer
evidence for the validity of the descriptions or proposed solutions
(including direct quotes, indirect quotes and paraphrases
from supporting material when necessary), and make effective use of
factual descriptions, concrete images, shifting
perspectives and vantage points and sensory detail.
ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
DM
Reflect understanding of the text by extending the epic with
another episode of the story.
Gilgamesh, 30-46 WT
*
D
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
Sundiata, 632-640 WT
*
D
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Speech in the voice of Nestor that reflects organizing structure
and purpose of an epic.
Iliad, Homer, 160-222 WT
*
IDM
Essay that reflects understanding of the
motivation, plot development, and
purpose of Act V.
Group presentation of Act V with written component to
demonstrate understanding of the motivation, plot development,
and purpose of Act V.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
*
IDM
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
ACE response that reflects what the Arthur story teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
*
DM
Write an expository essay in agreement of
disagreement with an argument.
ACE paragraph response in agreement or disagreement with
Carl Sagan’s argument.
*
IDM
Use research to write an essay analyzing
the influence of an assigned
contemporary essayist.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque by creating a poem.
Develop a poem in the manner of Louis Borges as part of the
project to reflect understanding.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry in a reflective essay.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
*
IDM
Reflect understanding of the tenets of
philosophy found in transcendentalism.
Five-paragraph essay that reflects understanding of the primary
organizing structure of 19th century American
Transcendentalists – Thoreau
and Emerson – excerpts from
*
ID
ACE response on conflict. Thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
Use storytelling and understanding of
myth and epic to develop a spin-off of
Gilgamesh.
Use prior knowledge of one text to
compare to another.
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Create a speech that reflects undersanding
ot the text, character, purpose of the
Greek epic.
ACE response that reflects understanding of the cultural,
societal significance of the three creation stories.
Benchmark IV-B: Plan writing by taking notes,
writing informal outlines, and researching.
Benchmark IV-C: Use formal or informal,
literary or technical language appropriate for
the purpose, audience, and context of the
communication.
1. Use a variety of pre-writing strategies to guide the generation of
content by activating prior knowledge (e.g. brainstorming,
idea-mapping, free-writing, outlining, keeping a journal, asking
journalist’s questions such as who, what, when, where, why
and how).
2. Select major ideas and develop them with relevant reasons,
supporting examples, and details.
1. Use vivid descriptive language to create sensory images in the mind
of the reader.
2. Use language to stimulate the emotions of the reader.
3. Use knowledge of one’s audience to select an appropriate level of
language to communicate in writing.
transcendentalism, using previous knowledge gained from class
discussion, class notes, and independent research. MLA
standard.
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
Poetry portfolio of poems that models elements and forms
studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
Students will demonstrate mastery of
the writing process for each writing
assignment throughout the course.
All writing assignments will require a draft process to
include pre-writing, and essay development through peerediting, self-editing, and teacher oversight of each stage of
the process from thesis development through final draft.
All texts, selected novels
and selected outside
literature will be used as a
basis for generating writing
assignments.
Journal responses throughout the year
will develop descriptive, rhetorical, and
creative writing skills.
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
D
*
D
*
D
*
D
Use storytelling and understanding of
myth and epic to develop a spin-off of
Gilgamesh.
Use descriptive language, create sensory images, use language
to simulate emotions, and reflect knowledge of audience by
extending the epic with another episode of the story.
Gilgamesh, 30-46 WT
*
D
Create a speech that reflects
undertsanding ot the text, character,
purpose of the Greek epic.
Use descriptive language, create sensory images, use language
to simulate emotions, and reflect knowledge of audience by
creating a speech in the voice of Nestor that reflects organizing
structure and purpose of an epic.
Iliad, Homer, 160-222 WT
**
IDM
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque by creating a poem.
Use descriptive language, create sensory images, use language
to simulate emotions, and reflect knowledge of audience to
develop a poem in the manner of Louis Borges as part of the
project to reflect understanding.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Reflect understanding of the elements of
poetry in the selected poems influencing
Use descriptive language, create sensory images, use language
to simulate emotions, and reflect knowledge of audience by
Japanese poetry/ philosophy
Selections from 486-549 WT
Poetry Unit: Selections from
both texts and outside
IDM
Benchmark IV-D: Organize ideas in writing, with
a thesis statement in the introduction, wellconstructed paragraphs, a conclusion and
transition sentences that connect paragraphs
into a coherent whole.
1. Organize and deliver an argument by wording the claim clearly,
specifying convincing reasons to support the claim, and
adopting a stance and appropriate tone toward the issue.
2. Select and use appropriate structures and organizational patterns
(e.g., problem-solution, compare-contrast, cause-effect)
to represent ideas, make connections, and generate new insights.
3. Construct focused paragraphs with topic sentences leading toward a
logical conclusion.
4. Provide supporting evidence from texts and other outside sources
(e.g., direct quotations, paraphrasing and examples).
5. Draw a reasonable conclusion, connected to the topic sentence and
the supporting evidence.
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
creating a poetry portfolio of poems that models elements and
forms studied.
Journal responses throughout the year
will practice organization and delivery
of arguments based on selected
prompts.
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments.
Writing assignments will reflect
performance indicators based on unit
of study and intent (expository essays,
non-fiction narrative, persuasive
writing, research, and analysis)
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs.
ACE response on conflict. Thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
D
Establish purpose with a thesis statement
making the claim, and supporting the
claim with textual references..
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
Sundiata, 632-640 WT
*
D
Write an expository essay in agreement or
disagreement with an argument.
ACE paragraph response in agreement or disagreement with
Carl Sagan’s argument.
*
IDM
Use research to write an essay analyzing
the influence of an assigned
contemporary essayist.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Reflect understanding of the tenets of
philosophy found in transcendentalism.
Make a claim that establishes the
arguments for and against
transcendentalism.
Five-paragraph essay that reflects understanding of the primary
organizing structure of 19th century American
transcendentalism, using previous knowledge gained from class
discussion, class notes, and independent research, and MLA
standards to develop the arguments for and against
transcendentalism.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
ID
*
D
*
D
*
D
*
D
Benchmark IV-E: Drawing on readers’
comments on working drafts, revise documents
to develop or support ideas more clearly,
address potential objections, ensure effective
transitions between paragraphs, and correct
errors in logic.
Benchmark IV-F: Edit one’s own work for
grammar, style, and tone appropriate to
audience, purpose and context.
Benchmark IV-G: Cite sources properly when
paraphrasing or summarizing information,
quoting, or using graphics.
Benchmark IV-H: Prepare written material using
basic software programs (e.g., Word, Excel and
Powerpoint) so that graphics can be
incorporated to present information and ideas
best understood visually (e.g., charts, ratios
and tables).
STRAND V: Research
Content Standard V: Students utilize the
research process to produce a variety of
products.
Benchmark V-A: Define and narrow a problem
or research topic.
1. Use a rubric, outline or organizational map to check the development
of a draft to see if paragraph focus is clear, transitions
are apparent, and the organizational patterns are well-developed.
2. Analyze whether claims and opinions are supported by evidence in
the form of reasons, examples, or facts.
3. Analyze whether counter-arguments are anticipated and addressed.
4. Delete material that disturbs the flow and development of a
paragraph.
5. Analyze and revise one’s own work and the work of others for
consistency of facts and ideas and development of argument
or plot.
1. Correct errors in spelling, grammatical conventions, format, and
structure
2. Evaluate for audience, purpose, and readability (e.g., word choice,
vocabulary, sentence construction).
3. Consult editing resources (e.g., handbooks, style manuals, spellcheck, dictionaries, thesauri, and style sheets) to correct
errors.
Peer-editing of essay assignments.
1. Beginning in ninth grade, use appropriate publication manuals to cite
source materials and to prepare bibliographies, lists of
works cited, and quoted passages: textbook appendices, MLA
Handbook for Writers of Research Papers, the Chicago
Manual of Style, the Publication Manual of the American Psychological
Association and the Associated Press Stylebook.
1. Select production elements based on an analysis of one’s purpose
and the available media resources.
2. Incorporate into the final draft of written reports graphic materials
appropriate for the particular communication (e.g., graphs,
charts, tables, maps and photographs).
All ACE responses and literary
analysis will require cited evidence
from the text to support claims and
thesis statements.
PERFORMANCE INDICATORS
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments.
Self-editing of essay assignments.
Responding to peer editing and teacher
comments to draft essays to create a
final draft.
Peer-editing of essay assignments.
*
IDM
*
IDM
*
IDM
*
IDM
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
*
DM
*
DM
*
DM
*
DM
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs.
All writing assignments will require a draft process to
include pre-writing, and essay development through peerediting, self-editing, and teacher oversight of each stage of
the process from thesis development through final draft.
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments.
Self-editing of essay assignments.
Responding to peer editing and teacher
comments to draft essays to create a
final draft.
All texts, selected novels,
and selected outside
literature.
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs.
All writing assignments will require a draft process to
include pre-writing, and essay development through peerediting, self-editing, and teacher oversight of each stage of
the process from thesis development through final draft.
In-text citations and works cited for literary analysis, and
research-based essay assignments.
Students will produce at least one research-based essay per
semester.
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
*
DM
*
IDM
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Project that incorporates media resources,
and graphic elements integrated into
written communication.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard.
Huckleberry Finn (Book
depository)
END LEARNING MASTERY
ASSESSMENT(S)
RESOURCES
1. Form and refine a question for investigation using a topic of
personal choice or a topic prompted by a text or texts.
*
DM
*
IDM
MP1
MP2
MP3
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.Create and
support a researched argument using
rhetorical strategies.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Use research to write an essay analyzing
the influence of an assigned
contemporary essayist.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
*
IDN
*
IDM
MP4
BT
Benchmark V-B: Gather relevant information for
a research topic from a variety of print and
electronic sources, as well as from direct
observation, interviews, or surveys.
Benchmark V-C: Make distinctions about the
credibility, reliability, consistency, strengths
and limitations of various resources,
including those on the internet.
Benchmark V-D: Report research findings in an
effective manner appropriate to a designated
audience.
1. Preview reading selections to determine whether a text contains
information relevant to one’s topic.
2. Use multiple resources to gather information for evaluating particular
problems and exploring solutions.
3. Use credible news sources for researching topics.
1. Read critically and independently from different sources in order to
draw well-informed conclusions.
1. Identify an audience for whom one’s researched findings might be
meaningful.
2. Develop written or oral presentations of appropriate length that
effectively report one’s research findings.
Create an argument that explores the
tenets of philosophy found in
transcendentalism, and the forces for and
against the movement.
Five-paragraph essay that researches a question developed to
explore the philosophy opposed to and in support of
transcendentalism, and the argument’s influence on American
thought and culture. MLA standard for research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Explore a self-generated question
regarding a theme of the novel, and how
that theme is represented in the text and
in American society, and why it is
important to the text and to society.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
Each of the research projects
delineated in Benchmark V-A will
include a research project and rubric
that evaluates the student’s ability to
meet the performance indicators.
Research notes and outlines to accompany all drafts.
Students will share their sources material and verify a works
cited page as part of the draft process.
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
Each of the research projects
delineated in Benchmark V-A will
include a research project and rubric
that evaluates the student’s ability to
meet the performance indicators.
Research notes and outlines to accompany all drafts. Notes
will be evaluated for critical analysis of source material.
Students will share their sources material and verify a works
cited page as part of the draft process.
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Identifiy the audience and present answer
to the prompt using persuasive techniques
and rhetorical strategies.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security?
Use research to write an essay analyzing
the influence of an assigned
contemporary essayist.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard
Create an argument that explores the
tenets of philosophy found in
transcendentalism, and the forces for and
against the movement.
Five-paragraph essay that researches a question developed to
explore the philosophy opposed to and in support of
transcendentalism, and the argument’s influence on American
thought and culture. MLA standard for research.
IMC for research, both on
the wevb and in the library.
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
IMC for research, both on
the wevb and in the library
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
*
IDM
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
*
IDM
American Literature
textbook.
Benchmark V-E: Compose a researched project
to be shared with an appropriate audience.
1. Use primary and secondary sources to develop a researched topic.
2. Use evidence in support of a clear thesis statement and related
claims.
3. Present researched information and conclusions on a focused topic
in an appropriate way to a specific audience (e.g.,
essay, speech, PowerPoint, brochure).
4. Paraphrase and summarize arguments and evidence supporting or
refuting the thesis, as appropriate.
5. Employ various modes as appropriate (e.g., cause and effect,
comparison/contrast, process analysis).
6. Cite sources correctly and document quotations, paraphrases, and
other information, employing an accepted academic
manuscript style such as MLA or APA.
Explore a self-generated question
regarding a theme of the novel, and how
that theme is represented in the text and
in American society, and why it is
important to the text and to society.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
Each of the research projects
delineated in Benchmark V-D will
include a research project and rubric
that evaluates the student’s ability to
meet the performance indicators.
Six Traits of Writing rubrics will be used on all 5 paragraph
essay assignments.
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
ACE responses and corresponding rubrics will be used for
written responses of 1-3 paragraphs.
All writing assignments will require a draft process to
include pre-writing, and essay development through peerediting, self-editing, and teacher oversight of each stage of
the process from thesis development through final draft.
In-text citations and works cited for literary analysis, and
research-based essay assignments.
Students will produce at least one research-based essay per
semester.
*
IDM
*
IDM
*
IDM
*
IDM
MP2
MP3
MP4
IMC for research, both on
the wevb and in the library
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Huckleberry Finn, Twain
(Book Depository)
STRAND VI: Logic
Content Standard VI: Students employ critical
thinking and abstract reasoning to make and
assess inferences,
conclusions, and predictions.
PERFORMANCE INDICATORS
END LEARNING MASTERY
ASSESSMENTS
RESOURCES
Benchmark VI-A: Distinguish facts and
opinions, evidence and inferences, true and
false premises.
1. Critically interpret and evaluate experiences, literature, language,
and ideas by distinguishing fact from fiction and
recognizing personal bias.
2. Describe the structure of a multi-faceted argument with a stated main
claim and conclusion.
3. Evaluate the connections between claims and supporting evidence.
Present a persuasive argument in writing
and orally that critically interpret and
evaluates texts to determine fact from
fiction and recognizes personal bias.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? Peer evaluations.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Evaluate one’s own argument and the
validity of other arguments (peer, media,
speeches, and other selections) by
interpreting the connections between
ACE paragraph response in agreement or disagreement with
Carl Sagan’s argument..
Research, analysis essay on contemporary essayist. Use claim,
MP1
*
IDM
Benchmark VI-B: Describe the structure of a
given argument; identify its claims and
evidence; evaluate connections among
evidence,
inferences and claims.
Benchmark VI-C: Evaluate the range and quality
of evidence used to support or oppose an
argument, including the use of logos, ethos,
pathos.
Benchmark VI-D: Recognize common fallacies
in used in an argument.
1. Analyze elements of both deductive and inductive arguments.
2. Explain the different ways that premises support conclusions in
deductive and inductive arguments.
3. Identify arguments that evaluate problems and offer solutions or
recommendations.
1. Identify, evaluate and analyze a variety of primary and secondary
sources of information in order to prepare for all sides of
an argument (e.g., student-generated data, interviews with experts,
observations, surveys, professional journals,
periodicals, documentaries, research bibliographies, electronic
databases and books).
2. Demonstrate an awareness of possible questions, concerns, or
counter-arguments to an informed opinion.
1. Recognize how the type of information used (fact, opinion) can affect
perception (e.g., acceptance of fallacies, false
dilemmas, emotional responses).
2. Analyze written or oral communications for loaded terms, caricature,
claims and supporting evidence.
evidence charts to reflect organizing structure of persuasive
essay: deductive and inductive reasoning. Peer evaluations.
Analyze select PSA’s, advertisements,
and excerpts from delivered speeches to
determine rhetorical persuasive strategies
used and their effectiveness.
Complete exercises in the text, pages 572-577.
ACE response that reflects understanding
of inductive and deductive reasoning, and
the ability to identify problems and
solutions in persuasive arguments.
ACE paragraph response in agreement or disagreement with
Carl Sagan’s argument, in terms of Sagan’s use of deductive
reasoning. Use reading strategy summary from the text to
analyze Jane Goodall’s essay in terms of inductive reasoning.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure of persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Identifiy the audience and present answer
to the prompt using persuasive techniques
and rhetorical strategies.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security?
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Identify and evaluate sources of an
argument and agree or disagree based on
the integrity of the sources. Create an
argument using deductive or inductive
reasoning.
ACE paragraph response in agreement or disagreement with
Carl Sagan’s argument, in terms of Sagan’s use of deductive
reasoning..
Use research to write an essay analyzing
the influence of an assigned
contemporary essayist.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard
Create an argument that explores the
tenets of philosophy found in
transcendentalism, and the forces for and
against the movement.
Five-paragraph essay that researches a question developed to
explore the philosophy opposed to and in support of
transcendentalism, and the argument’s influence on American
thought and culture. MLA standard for research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
IDM
Explore a self-generated question
regarding a theme of the novel, and how
that theme is represented in the text and
in American society, and why it is
important to the text and to society.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
The assignments, goals and objectives
outlined in benchmark VI-C will be
used to meet the performance
indicators in benchmark VI-D
For each of the essays and projects students will address
fact/opinion and perception. They will analyze their source
materials and literature for persuasive (loaded) techniques
that may influence their judgment.
See above for sources.
Demonstrate ability to analyze essays
according to claims and evidence and
determine point of view, purpose, and
strategies.
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.
*
IDM
*
IDM
*
IDM
Benchmark VI-E: Understand the distinction
between a deductive argument and an inductive
argument in order to evaluate an
argument’s effectiveness.
Benchmark VI-F: Construct oral and written
arguments that demonstrate clear and
knowledgeable judgment.
STRAND VII: Informational Text
Content Standard VII: Students read and
interpret a wide range of reference materials
and other informational
documents that may contain technical
information.
Benchmark VII-A: Follow instructions in
informational or technical text to perform
specific tasks, answer questions, or solve
problems.
sarcasm, and leading questions.
1. Select the appropriate type of argument (deductive or inductive) to
produce an informed opinion on a particular topic.
Identify and evaluate sources of an
argument and agree or disagree based on
the integrity of the sources. Create an
argument using deductive or inductive
reasoning.
ACE paragraph response using inductive or deductive reasoning
to agree or disagree with Carl Sagan’s argument, in terms of
Sagan’s use of deductive reasoning..
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
ID
1. Construct an argument that evaluates problems and offer solutions
by clearly articulating a position through a thesis
statement and by anticipating counter-arguments.
2. Develop arguments to support informed opinions (e.g., stating a
progression of ideas; selecting appropriate style, tone and
use of language for a particular effect; and describing and analyzing
personal, social, historical or cultural influences).
3. Use a variety of strategies to generate valid content (e.g., activating
prior knowledge, self-questioning, and selection and
development of major ideas).
4. Anticipate an audience’s questions and expectations, and determine
the need for additional research.
5. Use signposts and transitions to highlight important ideas and signal
clear connections among ideas.
Research a key question that poses a
problem in society. Present a claim and
support the claim with research and
argument, and offer a solution based on
the research and evidence.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security?
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
ID
PERFORMANCE INDICATORS
END LEARNING MASTERY
1. Read a wide variety of informational and technical texts and
selections to inform oneself.
2. Read critically and independently in order to follow instructions,
perform specific tasks, answer questions and solve
problems.
Understand how to prepare for class
using the information provided at the
beginning of each World Literature
unit of study.
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
IMC for research, both on
the wevb and in the library
Understand how to follow directions in
a weekly syllabus, project outlines, and
other assignments throughout the
semester.
ASSESSMENT(S)
Benchmark VII-B: Summarize informational and
technical texts and explain the visual
components that support them.
1. Identify the validity of supporting visual components in informational
resources.
2. Distinguish between a summary (fact) and a critique (opinion).
3. Accurately interpret information presented in a technical format such
as a chart, diagram, or table.
Take and use notes to apply poetry
elements and terms , poetic movements
and forms to reading, analyzing, and
writing poetry that models poems
studied.
Understand how to prepare for class
using the information provided at the
beginning of each World Literature
unit of study.
Determine summary from critique in
order to use both informatively and
persuasively in developing a point of
view.
MP1
MP2
MP3
MP4
WT introduction to units.
*
IDM
*
IDM
*
IDM
*
IDM
Read each week’s syllabus, follow directions, and use the
syllabus to prepare for class.
Review and follow the directions for projects and other
assignments using rubrics provided by the teacher and/or
student developed.
Students will turn in their notes periodically, and use their
notes to complete assignments, and inform their responses.
Take and use notes to apply literary
elements, philosophical terms and
movements, rhetorical terms and
strategies to units of study.
RESOURCES
Weekly Syllabus
Project outlines, rubrics,
and directions for
assignments.
WT introductions to units.
Create a poetry portfolio of poems that models elements and
forms studied.
Read each introduction to world literature units of study in
the World Literature text: Prepare notes that summarize
main points using text and visual compents to compile
information.
Read and analyze plot summaries and critical reviews to
determine between summary and critique. Use analysis to
develop movie pitch.
Informational texts like
The Unbroken Line (book
depository), and
information from poetry
units in texts (BT, WT)
WT introduction to units.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
*
IDM
*
ID
*
ID
*
ID
*
ID
*
ID
Benchmark VII-C: Synthesize information from
a variety of informational and technical sources
or texts.
1. Identify and select appropriate informational texts, using advanced
technologies such as web resources, interactive media,
software, email and networks.
Read and interpret information in
order to apply to persuasive arguments
in order to better understand the
validity of the argument.
Use the information provided in charts and graphs that
correspond to persuasive essays in order to develop written
responses based on a thesis statement or conclusion drawn
from the information.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
ID
Identifiy and select useful information
from a variety of technological resources
to support a researched presentation.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? MLA standard.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
ID
Reference resources in the
classroom. Textbook
reference sections (BT),
MLA handbooks, and the
Purdue Website.
Benchmark VII-D: Analyze the ways in which an
informational or technical text’s organizational
structure supports or confounds its
meaning or purpose.
1. Identify hierarchic structures in informational texts and the
relationships among the concepts and details in those structures.
Benchmark VII-E: Evaluate informational and
technical texts and presentations for their
clarity, simplicity and coherence, and for the
appropriateness of their graphic and visual
appeal.
1. Evaluate the relevance and effectiveness of graphical
representations to information presented orally.
STRAND VIII: Media
Content Standard VIII: Students create and
evaluate a variety of media for particular
purposes.
PERFORMANCE INDICATORS
Benchmark VIII-A: Evaluate aural, visual, and
written images and other special effects used in
television, radio, film, and the internet for
their ability to inform, persuade and entertain.
1. Identify target audiences and persuasive elements used in common
media advertising (e.g., propaganda, hidden messages,
bandwagon, testimonial, glittering generalities and other techniques).
2. Identify types of media biases (e.g., distorted representations of
society, gender roles, stereotypes).
3. Recognize how visual and sound techniques convey or influence
messages in various media (e.g., special effects, camera
angles, and music).
IMC for research, both on
the wevb and in the library.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Identify the structure of informational
texts, such as websites and online
resources in order to understand the
hierarchy of the source material.
Research, analysis essay on contemporary essayist, using
primary and secondary texts as support, and sound research
methods. MLA as the standard
Create an argument that explores the
tenets of philosophy found in
transcendentalism, and the forces for and
against the movement. Determine the
hierarchic structure of the source
material.
Five-paragraph essay that researches a question developed to
explore the philosophy opposed to and in support of
transcendentalism, and the argument’s influence on American
thought and culture. MLA standard for research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
ID
Use understanding of the hierarchic
structures of researched materials to
explore a self-generated question
regarding a theme of the novel, and how
that theme is represented in the text and
in American society, and why it is
important to the text and to society.
Interpret graphical information used in
oral presentations in order to better
understand the validity of an
argument. Determine if the graphic
information is relevant and effective to
the argument.
END LEARNING MASTERY
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
*
ID
Use the information provided in charts and graphs that
correspond to persuasive essays in order to develop oral
response based on a thesis statement or conclusion drawn
from the information. Students will peer evaluate how the
information is used in oral presentations.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
ID
ASSESSMENT(S)
RESOURCES
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Develop media literacy.
Watch and respond in groups and in writing to various selected
types of media: PSAs, print and video advertisements, political
Unit 6: Making a Case –
Argument and Persuasion
*
ID
MP1
MP2
*
ID
MP3
MP4
Benchmark VIII-B: Evaluate the effectiveness of
a particular medium (e.g., verbal, visual,
photographic, television and the internet) in
achieving a particular purpose.
Benchmark VIII-C: Create coherent media
productions using effective images, text,
graphics, music and sound effects to present a
distinctive point of view on a topic.
STRAND IX: Literature
Content Standard IX: Students read and
interpret a variety of literature to develop an
understanding of people,
societies, and the self.
Benchmark IX-A: Demonstrate knowledge of
significant literary works from around the
world.
speeches and ads. Create a compare/contrast grid to indicate
techniques used and how they persuade.
Selected readings 569-683
BT
*
ID
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
*
ID
Develop media literacy.
Watch and respond in groups and in writing to various selected
types of media: PSAs, print and video advertisements, political
speeches and ads. Create a compare/contrast grid to indicate
techniques used and how they persuade.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Use media literacy to develop a project
that exposes propaganda, emotional
appeals, and fallacies.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
and research
Movie pitch project using visual models
to persuade intended audience to invest in
the project – peers will evaluate visual
models and analyze in order to decide
whether or not to invest Students will use
the critical reviews, the movie version,
and the text as reference.
Movie pitch project using visual models to persuade intended
audience to invest in the project – peers will evaluate visual
models and analyze in order to decide whether or not to invest.
Students will be assessed on the pitch and the evaluation.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Develop media literacy.
Watch and respond in groups and in writing to various selected
types of media: PSAs, print and video advertisements, political
speeches and ads. Create a compare/contrast grid to indicate
techniques used and how they persuade.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Use media literacy to develop a project
that exposes propaganda, emotional
appeals, and fallacies.
Develop a project with written and visual components using
research into how a theme of the novel is represented in the text
and parallels in current American society. MLA standard for
research.
Huckleberry Finn, Twain
(Book Depository)
and research
PERFORMANCE INDICATORS
END LEARNING MASTERY
ASSESSMENT(S)
RESOURCES
MP1
1. Demonstrate basic knowledge of the significant 18th, 19th and 20th
century works of literature, Hispanic and Native American
oral and written literatures, common works from world mythologies, and
recognized classics of young adult literature
Plot map, ACE response, thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
Plot map, ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
DM
Detect cause/effect structure,and
archetypes in world literature. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh.
Cause/effect organizer, project that extends the story of
Gilgamesh that reflects prior knowledge, and the primary
organizing structures found in the epic. Reflect understanding
of the text by extending the story in writing..
Gilgamesh, 30-46 WT
*
D
Sundiata, 632-640 WT
Use prior knowledge of one text to
compare to another.
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
*
D
1. Recognize how perceptions of fact and opinion are affected by the
use of fallacies, propaganda, emotional appeals, and by
presentation in different media (e.g., print, image, multimedia).
1. Use an array of technology and media to complete production tasks
(e.g., web resources, interactive media, software,
storyboards, Powerpoint, videos, etc.)
*
ID
*
ID
*
ID
*
ID
*
ID
MP2
MP3
MP4
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Differences and similarities grid, ACE response that reflects
understanding of organizing structure.
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Apply literary elements to reading of the
text: dactylic hexameter, epic simile,
epithets, mythological references to
develop understanding of the structure of
an epic.
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing primary
organizing structures.
Iliad, Homer, 160-222 WT
*
IDM
Apply literary elements to reading of the
text to determine primary organizing
structures (drama, narrative), and use
literary elements as prior knowledge.
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
demonstrate understanding of primary organizing structures,
using prior knowledge.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
*
IDM
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
*
DM
Reflect understanding of Medieval
romance as the primary organizing
structure.
Group extension of a medieval romance based on the poem.
The Lay of the Werewolf,
Marie de France WT
*
DM
Reflect understanding of persuasion as a
primary organizing structure. Use prior
knowledge (literary and rhetorical
elements, social understanding, historical
context) to come to conclusions about
persuasive writing fiction and nonfiction.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque as primary organizing
structures of the narrative.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry.
Create an illuminated text using any of the Asian texts studied.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
*
IDM
Reflect understanding of the tenets of
philosophy found in transcendentalism as
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
Transcendentalists – Thoreau
and Emerson – excerpts from
*
ID
Benchmark IX-B: Interpret significant literary
elements across all forms of literature; use
understanding of genre characteristics to allow
deeper and subtler interpretations of texts.
1. Recognize ambiguities, contradictions, and ironies in literary works.
2. Explore a range of works related to a single theme, identifying
differences and similarities among them and formulating a
thesis explaining the interrelationships.
3. Analyze ways in which writers use sounds (including euphony and
cacophony) and sensory images (aural, tactile, visual,
etc.) to evoke emotion and create meaning.
4. Analyze moral dilemmas in works of literature, as revealed by
characters’ motivation and behavior.
a primary organizing structure of the
essays
understanding of the primary organizing structure of 19th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Reflect understanding of the novel as a
the primary organizing structure within a
19th century American context.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Huckleberry Finn, Twain
(Book Depository)
*
IDM
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
Poetry portfolio of poems that models elements and forms
studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
IDM
Plot map, ACE response, thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
Plot map, ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
DM
Detect cause/effect structure,and
archetypes in world literature. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh.
Cause/effect organizer, project that extends the story of
Gilgamesh that reflects prior knowledge, and the primary
organizing structures found in the epic. Reflect understanding
of the text by extending the story in writing..
Gilgamesh, 30-46 WT
*
D
Sundiata, 632-640 WT
Use prior knowledge of one text to
compare to another.
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
*
D
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Differences and similarities grid, ACE response that reflects
understanding of organizing structure.
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Apply literary elements to reading of the
text: dactylic hexameter, epic simile,
epithets, mythological references to
develop understanding of the structure of
an epic.
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing primary
organizing structures.
Iliad, Homer, 160-222 WT
*
IDM
Apply literary elements to reading of the
text to determine primary organizing
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
Julius Caesar, Shakespeare
1082-1132 BT
*
IDM
structures (drama, narrative), and use
literary elements as prior knowledge.
demonstrate understanding of primary organizing structures,
using prior knowledge.
Movie Version (IMC)
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
*
DM
Reflect understanding of Medieval
romance as the primary organizing
structure.
Group extension of a medieval romance based on the poem.
The Lay of the Werewolf,
Marie de France WT
*
DM
Reflect understanding of persuasion as a
primary organizing structure. Use prior
knowledge (literary and rhetorical
elements, social understanding, historical
context) to come to conclusions about
persuasive writing fiction and nonfiction.
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
*
IDM
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque as primary organizing
structures of the narrative.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry.
Create an illuminated text using any of the Asian texts studied.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
*
IDM
Reflect understanding of the tenets of
philosophy found in transcendentalism as
a primary organizing structure of the
essays
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19 th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
ID
Reflect understanding of the novel as a
the primary organizing structure within a
19th century American context.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Huckleberry Finn, Twain
(Book Depository)
*
IDM
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
Poetry portfolio of poems that models elements and forms
studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
*
IDM
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
literature as poems. Use the elements and
forms to create a poetry portolio.
Benchmark IX-C: Analyze setting, plot, theme,
characterization, and narration in literary prose,
particularly in classic and contemporary
short stories and novels.
1. Analyze various aspects of characterization (e.g.,
antagonist/protagonist, hero/heroine, tragic hero, archetype, stock
character, flat character/round character, static character/dynamic
character, foil).
2. Analyze essential elements of plot (e.g., setting, exposition, conflict,
rising action, climax, denouement) and identify the
various effects of flashback, foreshadowing, and multiple subplots.
3. Identify characteristics of common genre fiction (e.g., science fiction,
fantasy, magical realism, mystery, suspense, Western,
horror, romance, Gothic literature, Manga, etc.).
Plot map, ACE response, thesis support
and development in 5 paragraph essay,
detect narrative and descriptive elements
Plot map, ACE paragraph on conflict, 5 paragraph response on
theme
“Harrison Bergeron,” Kurt
Vonnegut, 32-43 BT
*
DM
Detect cause/effect structure, and
archetypes in world literature. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh.
Cause/effect organizer, project that extends the story of
Gilgamesh that reflects prior knowledge, and the primary
organizing structures found in the epic. Reflect understanding
of the text by extending the story in writing..
Gilgamesh, 30-46 WT
*
D
Use understanding of historical and
social/cultural issues of the time to
develop a compare contrast response to
two early world epics.
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
Sundiata, 632-640 WT
*
D
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Differences and similarities grid, ACE response that reflects
understanding.of creation stories and their purpose in the
cultures they come from.
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Apply literary elements to reading of the
text: dactylic hexameter, epic simile, epic
hero, epithets, mythological references to
develop understanding of the structure of
an epic.
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing primary
organizing structures.
Iliad, Homer, 160-222 WT
*
IDM
Apply literary elements to reading of the
text to determine primary organizing
structures (drama, narrative), and develop
understanding of characterization.
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
demonstrate understanding of primary organizing structures,
using prior knowledge.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
*
IDM
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
Barbara Tuchman, 1027 BT
*
DM
Reflect understanding of Medieval
romance as the primary organizing
structure.
Group extension of a medieval romance based on the poem.
The Lay of the Werewolf,
Marie de France WT
*
DM
*
IDM
Research presentation on national security claims to support a
group produced thesis statement answering the question: What
is the best way to maintain or national and international
security? ACE paragraph response in agreement or
disagreement with Carl Sagan’s argument. Use reading strategy
summary from the text to analyze Jane Goodall’s essay.
Research, analysis essay on contemporary essayist. Use claim,
evidence charts to reflect organizing structure or persuasive
essay: deductive and inductive reasoning.
Unit 6: Making a Case –
Argument and Persuasion
Selected readings 569-683
BT
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque as primary organizing
structures of the narrative.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry.
Create an illuminated text using any of the Asian texts studied.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
Reflect understanding of the tenets of
philosophy found in transcendentalism as
a primary organizing structure of the
essays
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19 th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
Reflect understanding of persuasion as a
primary organizing structure. Use prior
knowledge (literary and rhetorical
elements, social understanding, historical
context) to come to conclusions about
persuasive writing fiction and nonfiction.
Reflect understanding of the novel as a
the primary organizing structure within a
19th century American context. Develop
understanding of characterization, setting,
and author’s purpose.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
Poetry portfolio of poems that models elements and forms
studied.
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
*
IDM
*
IDM
*
ID
*
IDM
Huckleberry Finn, Twain
(Book Depository)
*
IDM
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
Benchmark IX-D: Demonstrate knowledge of
the common elements of poetry: metrics,
rhyme, rhythm, structure, diction, devices, and
other conventions.
Benchmark IX-E: Identify how elements of
dramatic literature articulate a playwright’s
vision.
Benchmark IX-F: Analyze works of literature for
what they suggest about the time period and
social or cultural context in which they
were written.
1. Analyze common elements of traditional poetic forms (e.g., endstopped lines or enjambment; blank verse, free verse as
they relate to meter and rhythm]; internal rhyme, slant rhyme,
alliteration, onomatopoeia [and other sound devices]; ballads,
odes, dramatic poems [and other poetic forms]; specific structures such
as concrete or acrostic poems; hyperbole and
understatement[and similar devices]; speaker, situation and poetic
structure [as they correspond to theme development].
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry analyses and a
portfolio of original poetry modeled on
the poems and forms of the unit.
Annotations and notes on individual poems and poets for
historical/social/literary context.
1. Identify examples of common acting conventions (e.g., dramatic
monologue, soliloquy, and aside).
2. Analyze characterization and plot in drama by the use of stage
directions, divisions between and length of scenes and acts,
dialogue, internal and external conflicts.
3. Identify a play’s intended audience (given the play’s social, political
or historical context) and identify elements of the
dramatic production designed to reach the intended audience.
1. Analyze how theme in literature is related to the historical and
social/cultural issues of the time period in which it is written
Read and understand conventions of
drama.
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
demonstrate understanding of drama, the history of drama, the
purpose of dramatic elements, and how drama reflects the
human story.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
Julius Caesar – Critical
Reviews 1186-1189 BT
Detect cause/effect structure,and
archetypes in world literature. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh.
Cause/effect organizer, project that extends the story of
Gilgamesh that reflects prior knowledge, and the primary
organizing structures found in the epic. Reflect understanding
of the text by extending the story in writing..
Gilgamesh, 30-46 WT
*
D
Sundiata, 632-640 WT
Use understanding of historical and
social/cultural issues of the time to
develop a compare contrast response to
two early world epics.
Compare/contrast essay to reflect understanding of purpose in
Gilgamesh and the Sundiata.
*
D
Recognize organizing structures of three
world creation stories – Mayan, Christian,
and Hindu
Differences and similarities grid, ACE response that reflects
understanding of the different cultures that produced the stories..
The Popul Vuh, 76-85 WT;
Geneisis, 62-75 WT; Rig
Veda, 114-119 WT
*
D
Apply literary elements to reading of the
text: dactylic hexameter, epic simile,
epithets, mythological references to
develop understanding of the structure of
an epic.
Quiz after each section. Comparison/contrast essay – Achilles
and Hector. Speech in the voice of Nestor that reflects
organizing structure and purpose of an epic. CNN interview of
major characters in the epic to demonstrate use of prior
knowledge in understanding the text, and recognizing primary
organizing structures.
Iliad, Homer, 160-222 WT
*
IDM
Use context cues and close reading to
analyze theme in relation to the time in
which the play was written.
Quiz after each act. Memorized soliloquy of 15 lines or more.
Group presentation of Act V with written component to
demonstrate understanding of primary organizing structures,
using prior knowledge.
Julius Caesar, Shakespeare
1082-1132 BT
Movie Version (IMC)
*
IDM
Mastery of contemporary parallels, using
prior knowledge. Mastery of purpose
using primary organizing structures and
literary elements (historical fiction,
history, myth/legend)
Contemporary parallels exercise. Historical fiction vs. history
exercise. ACE response that reflects what the Arthur story
teaches.
Le Morte d’Arthur, Thomas
Malory, 1011-1026 BT
The Acts of King Arthur and
his Noble Knights, John
Steinbeck, 1032-1043 BT
From A Distant Mirror,
*
DM
Unit test on poets, poems, poetic movements.
Poetry portfolio of poems that models elements and forms
studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
IDM
Barbara Tuchman, 1027 BT
Reflect understanding of Medieval
romance as the primary organizing
structure.
Group extension of a medieval romance based on the poem.
The Lay of the Werewolf,
Marie de France WT
Reflect understanding of satire, parody,
literary dichotomy, and the first novel in
picaresque as primary organizing
structures of the narrative.
Oral, written, visual presentation project that reflects a view of
Don Quixote in terms of a dichotomy, archetypes, and literary
allusions. Develop a poem in the manner of Louis Borges as
part of the project.
Don Quixote, Cervantes
1044-1063 BT (or selections
in WT)
Louis Borges’ poem 843 WT
*
IDM
Reflect understanding of didactive
literature, maxim, anecdote, lyric poetry,
haiku, renga, tanka and parable as
primary organizing structures of the
poems, philosophy, and narratives.
Write a dialogue that reflects one of the maxims of Confucisus.
ACE response explaining a paradox in the Tao Te Ching.
Write a lyric poem in the manner of Li Ch’ing-chao reflecting
either Taoism or Confucianism.
Write a group renga based on haiku and tanka form.
Chinese poetry/ philosophy
Selections from 418-475 WT
*
IDM
Japanese poetry/ philosophy
Selections from 486-549 WT
*
IDM
Reflect understanding of exaggeration,
Arabic story telling, and illumination as
primary organizing structures of stories
and poetry.
Create an illuminated text using any of the Asian texts studied.
Write a reflective essay that uses prior knowledge of elements
and organizing structures to explain the illuminated text.
1001 Nights 582-589WT
Rumi 600-605 WT
*
IDM
Reflect understanding of the tenets of
philosophy found in transcendentalism as
a primary organizing structure of the
essays
Group exercise that reflects paradigm shift, shared orally and in
an ACE response. Five-paragraph essay that reflects
understanding of the primary organizing structure of 19 th
century American transcendentalism, using previous knowledge
gained from class discussion, class notes, and independent
research.
Transcendentalists – Thoreau
and Emerson – excerpts from
Walden and Nature and SelfReliance. Accompanying
philosophy of Locke and
Kant. Outside sources
gathered from previous
American Literature
textbook.
*
ID
Reflect understanding of the novel as a
the primary organizing structure within a
19th century American context.
Venn diagram of the role of societies in the novel. Develop a
project with written and visual components using research into
how a theme of the novel is represented in the text and parallels
in current American society.
Huckleberry Finn, Twain
(Book Depository)
Reflect understanding of the elements of
poetry in the selected poems influencing
the primary organizing structure of the
literature as poems. Use the elements and
forms to create a poetry portolio.
Poetry portfolio of poems that models elements and forms
studied.
Poetry Unit: Selections from
both texts and outside
sources representative of 19th
– 21st century voices, literary
movements, and forms
including the following
poets: Petrarch, Luise Labe,
Shakespeare, William Blake,
William Wordsworth,
Whitman, Dickinson,
Baudelaire, Langston
Hughes, Lorca, Neruda,
Gabriela Mistral, and other
contemporary voices of
poetry around the world.
*
DM
*
IDM
*
IDM