English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Unit One-Part One -The Anglo-Saxon and Medieval Periods-449-1485 (Weekly standards numbered in red font.)
Week
1
TEKS
1-3
Unit
one
Part
one:
1A,B,
F
3
4A,B,
C,D,
G-H
5C
7B,D,
E
8B,D
9A-C
10 A
11 AD
12
A,B,E
-G
12 E
15
B,C
16 D
17 FG
19AB
Objectives for
Anglo-Saxons &
Medieval periods 4491485
TLW
* Class introduction
* Understand &
appreciate an epic (1,4)
*
Understand alliteration
and its effects (1,4)
Identify characteristics
of epics and their
similarities
(9,10,16)
Literary
Selection
Writing/Research
Reading/ Critical
Thinking/Literary
Devices
Listening/
Speaking
Viewing
Representing
Enrichment/
Grammar
Epic poetry
From Beowulf
Pgs. 33-36 in
textbook
Warrior’s Letter
p. 64 (7)
Direction notes
p.64
News Story p.64
Critical Thinking
Epic across Cultures
(5)
Epic
Alliteration
Cartoon Hero p.64
Beowulf
Aloud p.64
A video Scop
“storyteller”
(11,20,19)
Novels
Language of
Literature
Mini-lessons
on grammar
and
sentences
types as
needed.
(37)
Novel
selected for
reading
from the
assigned
reading list
for 12th
grade.
(36)
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
2
TEKS
Objectives
Literary
Selection
TLW
Compare two great
epics (4,9,10,30)
*From the
Iliad* 66 in
textbook
Writing/Research
Reading/Critical
Thinking/Literary
Devices/Skills
Listening/
Speaking
Viewing
Representing
1-3
3B
4 B,C,
D,F, h
5d
7A,D,
E,G
8
B,C,D
9
A,B,C
10A
Appreciate author’s
use of similes and epic
similes (14,25)
Identify and classify
characters to
understand the epic
(6,12)
Language of
Literature
* Letter of
Commendation p.
82
(7)
* Character Sketch
p.82 (4)
Critical thinking:
Classify Characters
pp.66,81 (21)
*Alternative
outline 82
*points of
comparison 82
(9,10,14)
Points of comparison
p.81 (9,10,21)
Comparing epics p.
66
Dramatic reading
p.82
Dance
Interpretation p. 82
Heroic Mural p. 82
(34)
Homeric Epithets
p.82
Similes
Epic similes
Characters
Key Question: What are the characteristics of a hero? What are the characteristics of true love?
2
Analyzing
performance p.
77 (11)
Art Appreciation
pp.67, 76
(19)
Enrichment/
Grammar
MiniLessons on
grammar,
sentence
types.
(32,33,37)
Mimic
author’s
style of
writing
(7,15)
Make chart
on Greek
and Roman
gods p.72,
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
3
TEKS
Objectives
1-3
3
4B,D,G,
H
5 C,D
7C
8B,D,G
9 A-D
10 A
11 A
12 A,D,
,E,F
14
A,B,F
15E
16
B,D,E
17 G
19 A,B
TLW
Understand &
Appreciate lyric poetry
(1,18)
Appreciate the poet’s
use of Kennings
Interpret details to aid
comprehension
(4)
Understand/ appreciate
historical writing
(13)
Identify/Understand
author’s purpose
(14)
Literary
Selection
Writing/
Research
The Exeter
Book p.84
Diary Entry
p. 97
(29)
Exploration
p.97
(26,28)
The
Seafarer
p.85
Reading/Critical
thinking/Literary
Devices
Critical Thinking:
Interpreting Details
84,96 (9,10)
Lyrical poetry
Kennings
The
Wanderer
p.90
The Wife’s
Lament p.94
from A
History of
the English
Church &
People p.98
3
Listening/
Speaking
Viewing
Representing
TV interview p. 97
(33)
Sketch of A Dream
p.105
Art Appreciation
pp.95,101,
Dramatic Reading
p.99
Weather Map p.97
(5,20,21)
Enrichment/
Grammar
GrammarMini-lessons:
Simple
sentences p.
87
Vocabulary
mini-lesson
word origins,
p. 86
(17,33,37)
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
4&5
TEKS
Objectives
Literary
Selection
Writing/
Research
2
weeks
1 (A-D)
2B
3 A,B
4 A-H
5 B,C,D
7 B,D-F
8
A,B,DH
9 A-C
10 A,B
11A,B,
D
12 F,G
14 F
15 A
16
A,B,D,F
,G
17
B,C,F,G
18 D
19 A-C
20 B
Understand/appreciate a
narrative poem
(1,3,7,18)
Identify tone in a
literary work (9,17)
Understand/analyze
author’s use of
characterization (9)
Understand/appreciate
a moral tale
Predict to enrich
appreciation of a
narrative poem
Analyze author’s use of
a narrator(1,4,14)
Analyze
structure/understand
frame as it relates to
plot(10,16)
From The
Canterbury
Tales p.111
Character
analysis p.
138
Sketch of a
Pilgrim
p. 138
Reading/Critical
thinking/Literary
Devices
Characterization pp.
111,137 (9)
Predicting, pp. 141,152
(8)
Analyzing Structure
p. 154,167 (2)
‘Ye Old
News”, p.153
Listening/
Speaking
Viewing
Representing
Enrichment/
Grammar
Oral retelling, p. 153
Video Adaptation, p.
153
Ballad Version,
p.153
Gender Debate,
p.169
Medieval
Manuscript p. 169
Grammar
mini-lessons:
Pronoun
Cases, p.118
Women’s Roles
p.169
Costume
Drawings, p.169
Art Appreciation
pp.159,160
Pronounantecedent
agreement p.
123
Writing a
selfdescription,
as a Pilgrim
going to
Canterbury.
P.124
Personification
p.153
Moral Tale
p.153
Pilgrim
Dialogue p.169
Comparing
Knights p.169
4
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
4-5
continue
4-5
Unit onepart two
TEKS
Objective
1A-D,G
3 A-C
4 A-D,
G,H
5D
6 A,B,D
7A-D
8 A-E,H
9 A-D
10 A-C
11 A, B
TLW
Compare world literature
Identify conflict(s)
(1,3,8,9,10,30)
12 A,B,
D-G
13 B,E
14 A,
D,F
15 C,E
16B-G
17 F,G
Analyze cause & effect
(8)
Understand & appreciate
ballads
(5,17,18,26,29)
Evaluate credibility of
sources
(4, 8)
Literary
Selection
Writing/
Research
Reading/Critical
Thinking/
Literary Devices
Listening/
Speaking
Viewing /
Representing
Enrichment/
Grammar
From
The
Decameron,
Federigo’s
Falcon, p.171
Diary p. 178
(31)
Frame Story
p.178
(6,7,12)
Critical thinking:
Wedding Gift
p.178
Map mileage scale
p.191
(5,34)
From The
Paston
Letters p.180
Opinion
paragraph
p. 191
(2,7,23)
Analyze
credibility of
sources pp.
180,190
Mini-lesson
on grammar,
Conjunctions,
p. 178
(20,33,37)
Mini-lesson
on
vocabulary,
synonyms,
antonyms
p.170
Descriptive
paragraph
p. 199
(4,7)
Strategies for
reading ballads
pp.192,198
(6)
Selected
Ballads
Analyze
cause/effect
pp.171,177
Identify characteristics of
folk ballads
(17,18, 26,29)
Ballads
Irony
Conflict.
Elements of a
story: plot,
exposition, rising
action, climax,
falling action
p. 177
5
Pantomime
presentation
p.178
Panel
Discussion
p.191
Dramatic
presentation
p.191
Ballad Role
play p.199
Illustrated
fashions p. 191
(13,20,34)
Illustrated
Tragedy 199
(20,34)
Dance
Interpretation 199
Novel of
choice
(11)
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week 6
Week 6
1 Week
Unit one
part three
TEKS
1A-C
2.A-E,
H
3B
4A,B,D,
H
5C, D
6 A,C
7 A-G
8 A,
B,D,G,
H
9A-C
10 A,B
11A,B,
D
12
A,D,F,
G
13F
14B
16BF,H
17
E,F,G
18 C
Objective for:
The English Renaissance
1485-1660
Literary
Selection
TLW
Selections
from:
Understand/appreciate
Medieval romance
(1,3,4,25,30)
Describe plot development
and identify conflict
(2,8)
Read narrative poetry
(17,25)
Understand/appreciate
writer’s use of
characterization
(21,25,30)
Compare deeds across
cultures (8,9,10)
Identify/evaluate
supernatural elements in
literature (8,21,25,30)
Understand/appreciate
autobiography
(1,2,3,16,21,25,30)
Research word origins
(17)
Sir Gawain
and the Green
Knight p.209
From Le
Morte
d’Arthur
p.225
From the
Ramayana
p. 241
From the
book of
Margery
Kempe p.253
Writing/
Research
Reading/Skills
Critical Thinking
Literary Devices
Questions for
Green Knight
p. 223 (14)
Critical
Thinking:
Narrative poem
p.209, 222
(17,18,26)
Characterization
p.225, 237
News story
p.223
(7,12,13)
Essay on
Romance
p. 223
(6,7,12,35)
Essay on
Virtues 238
(6,7,12,35)
Speech p.223
Rama’s speech
p.251
Dialogue
Script p. 257
(7)
Survival
narrative
p.257,
(7,12)
Application
essay p. 260(7)
6
Paraphrasing
/summarizing
p.239, (21)
Classifying
characters
pp,240, 250
Autobiography
pp.252, 256
(16)
Fantasy
Romance
Inferences
Conflict
Characterization
Listening/
speaking
Viewing/
Representing
Enrichment/
Grammar
Computer
Game
Challenge p.
223
Special Effects
Diagram p.223
Novels
Set for a play
p.223 (11,20)
Dramatic
presentation
p.223
Storyboard scene
p.223 (20)
News report
p.234 (13)
Illustrated battle
p.251, Battle
Press
conference
p.247
Scene Soundtrack
p.251
Visionary Art
p.257 (20)
Book Jacket
p. 257
(20,43)
Mini-lesson
on grammar,
compound
verbs p.213
(20.22.33.37)
Compound
subjects p.
217
Mini-lesson
on active and
passive voice
p.230
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
WEEK-7
Unit two
Part one
One week
TEKS
Objectives for Unit TwoPart One
The English Renaissance
1485-1660
Literary
Selection
Writing
Research
Week 7
1 A-D,F
3B
4
B,D,G,
H
5A,D
7 B,D,F
8 A-D,
F, G
9 B,C,D
10 A,B
11
A,B,D
12 A, EG
13D, F
15A-E
16 A-F
17
D,F,G
18 D
19 A,B
TWL
Understand/ appreciate lyric
poetry
(1,3,10,17,18,25,29,30)
Selected
Renaissance
poetry:
My Lute,
Awake p.283
On
Monsieur’s
Departure
p.286
The
Passionate
Shepherd to
His Love
p.290
The Nymph’s
Reply to the
Shepherd
p.292
Selected
sonnets from
Spenser,
Shakespeare,
Petrarch
Letter from a
Queen p. 288
(8)
Modern
Parody p. 294
(7,13,15)
Natural
Comparison
p.301
(7,9,35)
Love Poem
p.307
(7,12,26,28)
Character
sketch p. 307
(7,8,12)
Letter to
Speaker p.307
(35)
Opinion Essay
p.307
(7,12,15,35)
Key
Question:
What do
you think
is
essential
for human
dignity
and
happiness
?
Identify/examine rhyme
scheme (17,18)
Clarify meaning in lyric
poetry (1,17,18)
Understand/ appreciate
pastoral poetry
(1,3,10,17,18,25,29,30)
Compare speakers in poetry
(9,10,14,18)
Understand/ appreciate
sonnet form: Spenserian,
Shakespearean, and Italian
(1,3,10,13,14,16,17,18,25
,29,30)
Identify/ appreciate
figurative and sensory
language
(10,17,18)
Recognize connections
across cultures through
poetry (10,13,17,18)
30,75,29,116,1
30,169,292
Soap Opera
Outline p.312
(2)
7
Reading/Skills
Critical thinking
Literary
Elements
Listening/
Speaking
Viewing
Representing
Enrichment
Grammar
Critical Thinking
Mood Music
288
Art Appreciation
276, 290
(21)
Drawing
Shepherds 294
(20.21.34)
Dance
Interpretation 312
(21)
Mini –Lesson
in grammar
and writing p.
292,
Appositives
and
Appositive
Phrases
(22,37)
Review types
of themes
across
cultures,
p.296:
compare
sonnets
themes with
today’s
modern love
songs
Clarifying
Meaning
283,287
(4,5)
Comparing
Speaker 289, 293
(9,14)
Major Ideas
297,300
(4,26)
Analyzing
Sensory
Language 302,
306
(6,26)
Lyric poetry
Sonnets:
Spenserian,
Shakespearean,
Italian
Pastoral Poetry
Telephone
Dialogue 294
Opinion Poll
301
Talk Show
307
Reading of
Sonnets 307
Key Question:
What do you think
is essential for
human dignity and
happiness?
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week 811
Unit Two,
Part Two
TEKS
Objectives for Unit Two –
Part two
The English Renaissance
1485-1660
Literary
Selection
Writing/
Research
Reading/Skills
Critical thinking
Literary Terms
Weeks 811
4 weeks
1 C,F
2 B, C,E
3B
4 A-E,
G,H
5D
6 A-C,F
7
A,B,D,EF
8 B,CD,FH
9 A,C
10 C
11 A-D
12 A,B,
D-G
13D,F
14
A,D,E,F,
G
15
A,B,C,E
16
TLW:
Understand/ Appreciate
classic Shakespearean
tragedy (1,3,6,29)
Identify/appreciate
soliloquies and asides
(1,217,22)
Identify/examine theme in
tragedy (1,2)
Tragedy of
Macbeth
p. 323 in
textbook
Diary Entry
p.375 (7,23)
Critical thinking:
B,C,F
18 C,D
19A-C
20 B,D
21 B
Identify/examine blank
verse, dramatic irony, &
foreshadowing in classical
tragedy
(1,2,4,614,17,22)
Use strategies for reading
and understanding
Shakespeare'
(1,2,4,8,13)
Cross curricular link on
Primogeniture (firstborn) p.
365
foreshadowing
Reading Drama
News
Coverage
p.422
(5,7,23,35)
Modern
Version p. 422
(12)
Obituary p.
422 (7)
Research
Report 423431
(5,7,8,24,32)
Research the
history of the
real Macbeth
and the role of
kings in
Scotland
8
Soliloquies
Tragedy
Blank Verse
Iambic
Pentameter
Irony
Dramatic Irony
Foreshadowing
Symbolism
Listening/
Speaking
Film Analysis,
pp.366,369
Director’s
Plan p. 373
Actor’s
workshop. 422
Dramatic
reading p.405
Viewing
Representing
View and
compare p.400
(11)
Art appreciation
pp.382,385,389,
400, 403, 411,
413,418
(20,21)
Enrichment/
Grammar
Mini-lessons
on adverbs,
adjectives,
sentence
types.
(33,37)
Annotating
line by line
some of the
verses from
Macbeth
Memorize
lines from
Macbeth
Watching the
movie of
Macbeth
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
TEKS
Objectives
Week
12-13
Unit 2,
part 3
2 weeks
1A-D,F
2C
3 A-C
4
A,BDE
5 A,D
7 A-E
8 A-H
9 A-D
10 A-C
11
A,B,D
12
A,B,EG
13 C,D
15
A,C,E
16A,
B,D,F,G
17
B,F,G
18 D
19 A,B
20 A
21
A,B,D
TLW
Understand/Appreciate
parables from scripture
(1,3,13,22,29)
Identify/analyze repetition
and its effects
(1,2,4,17,22,25,29)
Make inferences
(4,5,13)
Understand/appreciate
classic essays
(1,3,29)
Evaluate opinion/argument
(3,4)
Literary
Selections
Writing
Research
Reading/
Critical Thinking
Literary Terms
Listening/
speaking
Viewing
Representing
Language of
Literature
Condolence
Note 462 (7)
Critical thinking
Monument
Design 462
Reading
selections
from Bible:
Ecclesiastes,
Psalm 23,
Parable of the
Prodigal son,
435
Poet’s Parody
462 (6,7)
Carpe Diem
Banner 469
(20,21,34)
Quotation Booklet
469 (34)
Mini-lessons
Complexsentences
(33,37)
Cartoon and
poetry 469
(20,21,34)
Paradise Lost
Illustrated 492
(34)
Art Appreciation
482, 484, 498
(34)
Mural Design 501
(20,21,34)
Read
different
types of
Bibles and
share.
(14)
From essays
by Bacon 442
John Donne
451,457
John Milton
Robert
Herrick 464
Ben Johnston
458
Andrew
Marvell 465
Robert
Lovelace
Omar
Khayyam 471
Female
Oations 493
Comparing
poems 469
(6,9,10)
Letter in
wartime 469
(7,13)
Letter to Omar
(7)
Psychological
profile 492
(7)
Argument
Outline 501
(12,23)
Drafting an
Essay 504
(12)
Interpreting a
quotation 504
(2,8,23)
9
Drawing
conclusions
about tone
471,474
(2,5)
Structure of
arguments
493,500
(15,31)
Pictorial
Essay 462
Philosophy
Report 475
Enrichment
Grammar
Look at
allusions,
names in
Bibles.
Greek,
Hebrew
words
(13,32)
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
TEKS
1 week
Key
Question:
How do the
author’s of
the day
reveal how
people see
themselves
and others?
Objectives
Unit Three-Part One
Restoration & Enlightenment
1660-1798
Week
14
1 B,C
3B
4 B, D,
H
5D
7D
8A,B,
G, H
9B, C
10 A
11 A,B,
D
12 F,G
13
B,D,E
14 D
16
B,D,F
19 A,B
TLW
Identify and understand
characteristics of a diary
(2,9)
Literary
Selections
From
“Female
Orations”
pp.493-501
Writing/
Research
Reading
Critical/Thinking
Literary Terms
Listening/
Speaking
Viewing/
Representing
Enrichment
Grammar
Problem
solving essay
p. 533
Making
inferences
p.525,532 (5,9)
A Movie Set
p. 533
Art appreciation
pp.514,522,526
Mini-lessons
Evaluating
sources p. 532
(8)
Make inferences about
character based on details in
a diary (9)
Appreciate excerpts from a
17th century diary (3)
Key Question: How do the
author’s of the day reveal how
people see themselves and others?
From :
The Diary of
Samuel Pepys
pp.525-533
Word origins
p.527
(Vocabulary)
(33)
Adjective
phrases
p. 530
(Grammar)
Select one of
the assigned
novels for the
students to
read for
discussion.
10
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
14
1week,
continues
TEKS
1A-D
3B
4 A-D,
H
5D
7 A,C,F
8 D,F,G
9C
10 A-C
11 A,B,
D
12 A,
E-G
13 D,F
15 A
17 C,F
Objectives
TLW
Understand/ appreciate
verse essays (1,3,6,17,32)
Explore contradictions in
human nature (4,5,8,26,32)
Identify/understand heroic
couplets (2,26,32)
Analyze author’s ideas
(1,325,29)
Understand/appreciate verse
fables(1,6,17)
Literary
Selections
From
“An Essay on
Man,” p. 535
“Epigrams”
p.536 from
“An Essay on
Criticisms”
536
“The Acorn
and the
Pumpkin”
p.541
“ The Value
of
Knowledge”
p.542
Writing/
Research
Epigram p.539
Essay p. 539
(7,12)
An Original
Fable p. 545
(6,7,12,35)
Point of
Comparison
p.545
(9,10,30)
Appreciate author’s use of
fables to teach life lesson
(1,2,326,29)
11
Reading/Critical
Thinking/
Literary Devices
Listening/
Speaking
Analyzing ideas
pp. 534, 538
(4)
Society Across
cultures, p.540
Character list
p. 539
Making
Judgments
pp.540, 544
(4,30)
Heroic couplets
Verse fables
(9.10)
Viewing
Representing
Enrichment/
Grammar
Debate, p. 545
Comic strip p. 545
(20,21,34)
Mini-lessonprepositional
phrases,
p.537
(33)
Vocabulary
Denotation
and
connotation
p.536
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
TEKS
14
1B,C,F
2 A-C,
E,F, H
3
4 B-D,
G-H
5 A,D
6 A-C
7 A,E,F
8B,D,G,
H
9 A-C
10 A,C
11 B
12A,EG
13D
14 F
15 E
16 A,B
17 F,G
19 A,B
Objective
TLW
Understand/appreciate 18th
c. newspaper essays
(1,5,13,16,22,25,27,32)
Appreciate author’s use of
the essay to explore
manners and morals
(1,2,4,14,27,29)
Understand author’s
purpose
(1,2,3)
Understand/appreciate
personal letters
(1,14,27,29)
Make generalizations about
personal letters
(4,5,8,14,16)
understand parallelism
(3,9,10)
write a proposal
recommending a solution to
a problem
(7,12,35)
Literary
Selection
Writing/
Research
From:
“The
Spectator”
pp548-553
Newspaper
Column, p.
553
(7,12,32)
From
“Letters to His
Son” &
“Letters to his
Daughter”
pp.554-565
Essay p. 565
(7,12)
Reading/Critical
thinking/skills/
literary devices
Author’s purpose
p.557
Generalization
p. 554
(9,10)
Listening/
Speaking
Viewing
Representing
Analyzing
persuasive
messages
p. 569
(30)
Illustrated
excerpts, p.553
(20,21,34)
Art appreciation
p. 560
(21)
Writer’s
viewpoint p. 562
Picturing text
structure p. 569
(20,21)
Proposal
pp.571-572
(7,12,24)
12
Enrichment/
Grammar
Grammar
mini-lesson
Present and
past
participles,
Verbs,p.465
Adjectives
and adverbs
(33,37)
Look at
today’s
newspaper
for personal
essays to
compare
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Weeks
15-16
TEKS
TwoWeeks
Unit
Three
Part-Two
1 A-F
3 B,C
4 A-D,
G,H
5D
6D
7A-C,
E,F
8 A-H
9 A-D
10 A,B
11
A,B,D
12
A,F,G
13
C,D,F
15 B,E
16A-G
17
A,E,F,G
18 B
19 A,B
20 B
Objectives
Unit three-part two
TLW:
Understand/ Appreciate the
essay (1,2)
Appreciate author’s use of
a persuasive
essay(1,8,14,17,29,30)
Analyze a formal argument
Understand/Appreciate
satire and fantasy(4,1,2)
Appreciate author’s use of
irony and humor
(1,214,17,25,29,30)
Recognize shared
characteristics of cultures
(3)
Appreciate author’s use of
argumentation
(1,214,25,29,30)
Recognize logical
persuasion (8)
Literary
Selections
From:
“an Academy
for Women”
p.577
from
Gulliver’s
Travels,
pp.590-600
from “Letter
from Richard
Sympson”
p.609
from “ A
Modest
Proposal”
p.611
from “
Candide”
p.624
from “A
Vindication of
the Rights of
women” p.631
Writing
/Research
Persuasive
letter, p. 582
(7,27)
Satiric fantasy,
p.608 (17,27)
Creating
Another Land,
p. 608(12,13)
Editorial
memo, p.622
(27)
Ironic rebuttal,
p.622 (17,27)
Another
proposal,
p.622 (12,27)
Imitation of
style,
p.621(12)
Points of
comparison,
p.630 (9,10)
Opinion paper,
p.638 (7,35)
Satire, pp.64243
(6,12,13,17,27
)
13
Reading/ Critical
Thinking/skills/
Literary Devices
Listening/
Speaking
Analyzing an
argument,(4)
pp.577,582
Visualizing,
pp.590, 607
Drawing
(4)Conclusions,
pp.611,620,624,6
29
Satirical
Commentary,
p.624 (17,23)
Logical
persuasion,
pp.631,637
Holding a
panel
discussion,
p.617
Irony
Humor
Satire
Fantasy
Performing a
monologue.
P.618
Round table
discussion,
p.601
Viewing/
Representing
Art Appreciation,
p.604, p.613
Enrichment/
Grammar
Grammar
mini-lessonInfinitives,
p.583 (37)
Gerunds/Ger
und phrases,
p.620,
Participles,
Gerunds,
Verbs, p.
626,
Verbals &
Verbal
phrases, 634
Vocabularymini-lessons,
synonyms/
antonyms,
pp.583,608,
623
Context
clues, p.630,
Connotation/
Denotation
p.645 (33)
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Week
17
Unit three
-Part three
TEKS
TwoWeeks
Unit
Three
Part-Two
1 A-F
3 B,C
4 A-D,
G,H
5D
6D
7A-C,
E,F
8 A-H
9 A-D
10 A,B
11
A,B,D
12
A,F,G
13
C,D,F
15 B,E
16A-G
17
A,E,F,G
Keyquestion:
How do
the
authors of
the day
reveal
how
people see
themselve
s and
others?
(Objectives
Unit-three part –three
Key-question: How do the
authors of the day reveal
how people see themselves
and others?
TLW:
Understand/ Appreciate
the essay (1,2)
Appreciate author’s
use of a persuasive
essay(1,2)
Analyze a formal
argument (29,2)
Understand/
Appreciate satire and
fantasy
 Appreciate author’s
use of irony and
humor
 Recognize shared
characteristics of
cultures
 Appreciate author’s
use of
argumentation
 Recognize logical
Literary
Selections
Writing/
Research
Reading/
Critical Thinking
Literary Devices
Listening/
Speaking
Viewing/
Representing
Enrichment/
Grammar
From:
“an Academy
for Women”
p.577
Persuasive
letter, p. 582
Satiric fantasy,
p.608
Creating
Another Land,
p. 608
Editorial
memo, p.622
Ironic rebuttal,
p.622
Another
proposal,
p.622
Imitation of
style, p.621
Points of
comparison,
p.630
Opinion paper,
p.638
Analyzing an
argument,
pp.577,582
Visualizing,
pp.590, 607
Drawing
Conclusions,
pp.611,620,624,6
29
Satirical
Commentary,
p.624
Logical
persuasion,
pp.631,637
Holding a
panel
discussion,
p.617
(1,2,4)
Performing a
monologue.
P.618
Round table
discussion,
p.601
Art Appreciation,
p.604, p.613
Grammar
mini-lessonInfinitives,
p.583
(33,37)
Gerunds/Ger
und phrases,
p.620,
Participles,
Gerunds,
Verbs, p.
626,
Verbals &
Verbal
phrases, 634
Vocabularymini-lessons,
synonyms/
antonyms,
pp.583,608,
623
from
Gulliver’s
Travels,
pp.590-600
from “Letter
from Richard
Sympson”
p.609
from “ A
Modest
Proposal”
p.611
from “
Candide”
14
(9,1,2,4)
Irony
Humor
Satire
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
18 B
19 A,B
20 B
persuasion
(8)
p.624
from “A
Vindication of
the Rights of
women” p.631
Satire, pp.64243
Fantasy
Literary
Selections
Writing/
Research
Reading/
Critical Thinking
Literary Devices
Context
clues, p.630,
Connotation/
Denotation
p.645
Objectives
Week 18
TEKS
Test for mid-term on all
objectives
Week
18
Unit three
-Part three
Test all objectives
taught on final exam
Final Exam
15
Listening/
Speaking
Viewing/
Representing
Enrichment/
Grammar
Sample Unit Assessments
Twelfth Grade English
The Open-Book Selection tests are found in The Language of Literature Formal Assessment.
(Note: These assessments should ideally be combined with short quizzes and frequent checks for
understanding throughout the duration of each unit. In addition, the grammar addressed in the
mini-lessons in each unit should be reinforced through assessment.)
Unit One – The Anglo-Saxon and Medieval Periods
Part One – Open-Book Test, pp. 15-16
Part Two – Open-Book Test, pp. 29-30
Part Three – Open-Book Test, pp. 39-40
Tiered Assessments for Unit One
A. Create a collage of heroic images.
B. Interview five people from three different generations about what they consider to be
heroic. Use the same questions for each person you interview.
C. Write an essay comparing epic heroes with heroes of today.
Unit Two – The English Renaissance
Part One – Open-Book Test, pp. 51-52
Part Two – Open-Book Test, pp. 63-64
Part Three – Open-Book Test, pp. 83-84
Tiered Assessments for Unit Two
A. Select a song about love that you like. Print the lyrics and highlight the sensory
language incorporated in the song. Identify the speaker and rephrase his or her
thoughts.
B. Research the origins of the word ambition. Find all the negative and positive
connotations that you can. Find also the synonyms and antonyms. Present your
findings on a poster board.
C. Think about a time when you had to defend your opinion on a particular issue.
Recreate the scene and recount what transpired. Were you successful? What did you
learn about yourself? What did you discover about the person with whom you were speaking?
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Unit Three – The Restoration and Enlightenment
Part One – Open-Book Test, pp. 95-96
Part Two – Open-Book Test, pp. 107-108
Part Three – Open-Book Test, pp. 119-120
Tiered Assessments for Unit Three
A. Create a collage of images designed to persuade viewers to support a particular brand,
cause, or political party.
B. Write a letter to the editor of the newspaper in response to an article or issue you feel
strongly about.
C. Find a newspaper or magazine editorial and respond to the arguments presented in the
editorial. You may defend, disagree with, or qualify the points made in the editorial.
Unit Four – The Flowering of Romanticism
Part One – Open-Book Test, pp. 139-140
Part Two – Open-Book Test, pp. 149-150
Tiered Assessments for Unit Four
A. Create a collage depicting as many facets of nature – the natural world – as you can.
B. Create a list of ten similes and ten metaphors using a facet of nature as the comparison
(e.g., “It was raining cats and dogs.”). Be original, however!
C. Select one of the poems from this unit and explain how the imagery reinforces the theme.
17
English Language Arts-12th Grade
Lesson Plans
Textbook-Language of Literature
Unit Five – The Victorians
Part One – Open-Book Test, pp. 165-166
Part Two – Open-Book Test, pp. 177-178
Tiered Assessments for Unit Five
A. Create a collage of some of the most powerful images reflecting our society today.
B. Interview five people from three different generations. Ask them what they believe are
the most important problems facing our society today. Then ask what they believe our
greatest strengths are.
C. Choose one issue that you believe will be a problem for your generation to confront.
Explain why it will be a problem and address possible solutions.
Unit Six – Emerging Modernism
Part One – Open-Book Test, pp. 201-202
Part Two – Open-Book Test, pp. 217-218
Tiered Assessments for Unit Six
A. Find an essay and a poem or song that work well together in presenting a contemporary
issue. Present them on a poster board, highlighting what you believe the important
images are.
B. With a partner (or on your own), research two sides of a contemporary issue. Summarize
each position. Present each side in an essay, using support from the text. Avoid
emotional “hot-button” emotional issues. Aim, instead, for issues in which each side
makes thoughtful, valid points.
Unit Seven – Contemporary Voices
Part One – Open-Book Test, pp. 235-236
Part Two – Open-Book Test, pp. 247-248
Tiered Assessments for Unit Seven
A. Write a narration about a time when you had to assert yourself. Recreate the scene
through dialogue.
B. Reflect about a time when your behavior changed and became more assertive. How and
why did you become more assertive? What have been the effects of this change?
18