LA12: English Language Arts Literacy Map – Spring Semester
Essential Question: How did each generation change the world?
Overarching Idea: Disillusionment
Student
Objectives
I understand how
literature reflects
how each
generation
questions society
provided by reading
literature across
time and culture.
I know the
definitions of the
seven basic plots
and can give an
original example of
each by discussing
with a partner.
I can cite evidence
from my reading to
support my analysis
of the plots.
While developing
my portfolio, I will
revise and make
corrections to my
writing by working
with my peers and
teacher to polish my
work.
By understanding
the author’s point of
view and historical
context, I can
analyze the style of
my reading.
Focus Standards
Analyze the impact of
the author’s choices
regarding how to
develop and relate
elements of a story or
drama (RL.11-12.3).
Initiate and participate
effectively in a range of
collaborate discussions
(SL.11-12.1).
Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text,
including determining
where the text leaves
matters uncertain
(RL.11-12.1)
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach, focusing
on addressing what is
most significant for a
specific purpose and
audience (W.11-12.5)
Determine an author’s
point of view or
purpose in a text in
which the rhetoric is
particularly effective,
analyzing how style and
content contribute to
the power,
persuasiveness or
beauty of the text
(RI.11-12.6)
Revised April 23, 2015
Vocabulary
Academic
Literature
Culture
Archetype
Imagery
Symbolism
Allegory
Theme
Characterization
Tone
Plot
Exposition
Rising Action
Climax
Falling Action
Resolution
Protagonist
Antagonist
Conflict
Works Cited
Parenthetical (Intext) citation
Resource
Source
Fairy Tale
Folk Tale
Criticism
Sonnet
Rhyme
Rhythm
Seven Basic Plots
(0*)
*#’s indicate District
Share/Literacy
th
Maps/12 /2. LA12
Spring
Have students take notes on the definitions of the seven basic plots. After the presentation, have students pair up and come up with their
own list of examples of each of the plots. Create a class poster where each pair must add an original example to one of the seven basic
plots, defending their choice in regards to the definition and the example shown in the prezi (SL.11-12.1). As students read the selected
literature, have them complete the stages for the plot associated with the reading (RI.11-12.6). All definitions come from The Seven Basic
Plots. TVTropes. N.P. N.D. 23 Oct. 2013. Web.
http://tvtropes.org/pmwiki/pmwiki.php/Main/TheSevenBasicPlots For more guided instruction go to:
http://prezi.com/pexwhzzuigrq/?utm_campaign=share&utm_medium=copy&rc=ex0share
Reader Response
Criticism
(1)
Introduce the essential question by sharing the quote from the overarching idea and the poem, “Mushrooms” by Sylvia Plath, with the
class. Remove the title and have students make their own meaning of the poem before telling them what it is titled. Have students pair
and share their responses. According to OWL from Purdue, “At its most basic level, reader response criticism considers readers' reactions
to literature as vital to interpreting the meaning of the text” (RL.11-12.3). For more information on Reader Response Criticism go to:
https://owl.english.purdue.edu/owl/resource/722/06/
Guided Notes
(2)
Provide students with information about the background information about the history and culture of the time and life of the author to
help them develop a deeper understanding between the literature being read and the times in which the author lived and wrote. Provide
students with a list of questions, fill-in-the-blanks, or relevant images to take notes on, so they gather the most pertinent information to
clarify the connection. The questions and/or notes should help students draw conclusions about the author’s point of view as seen
through the piece being read and connect to his/her own disillusionment (RI.11-12.6).
Magazine article, graphic novel page, twisted tale, scene rewrite, CD of themes, 1 ft. by 3 ft. literature art, literature analysis essay, etc.
Portfolio
Options
(3a)
Revisions
(3b)
Content
Seven Basic Plots:
 Overcoming
the Monster
 Tragedy
 Rags to Riches
 Rebirth
 Comedy
 Quest
 Voyage and
Return
Drama Terms:
 Comedy
 Tragedy
 History
 Tragic Hero
 Catharsis
Required Curriculum Materials*
Select at least 3 underlined materials
Suggested Unit Activities / Formative Assessments – Common Core State Standards for ELA
Works Cited
For example, set students up to create their own magazine to investigate the historical significance of a novel. Provide students with a list
of article choices for each topic and give them specified due dates just as if they were working for a real magazine. Students should be
required to include citations and sources for this research-based project that helps deepen their understanding of the reading including
the historical components and cultural aspects of the times.
Students should be given the opportunity to draft each of their portfolio components as they are going through the required literature.
Provide students with time to work with their peers in partners and in groups. Also, provide students with the opportunity to make
corrections to teacher-reviewed assessments, so that they can polish and be proud of their work. At the end of the semester, the portfolio
should be reflective of the process they went through to develop their ideas and come to be able to answer the essential question for
themselves (W.11-12.5).
In conjunction with a research-based project, show students how to navigate a site like that provided by OWL from Purdue to understand
how to avoid plagiarism and correctly cite their sources. For more information go to: https://owl.english.purdue.edu/owl/section/2/
(W.11-12.7). For more guided instruction go to: http://prezi.com/loxdpxs2lfqz/?utm_campaign=share&utm_medium=copy&rc=ex0share
Definition: Tragedy is the flip side of Overcoming the Monster: It's the tale of the villain spiraling down into evil and then being defeated
by the hero. Here, release comes only with the death or destruction of the main character. The end, however tragic, is seen as just, even if
we can sympathize with the villain and see some of his choices as right or forced (RL.11-12.1).
Tragedy
(4a)
Overarching Idea: Look at the plot of 1984 as a tragedy buy also explore the elements of totalitarianism to develop a connection to realworld dictatorships as seen in the magazine groups assignments. Use excerpts from V for Vendetta both film and graphic novel to connect
to disillusionment with government (RI.11-12.7).
Definition: A young child grows up surrounded by shadowy figures who suppress and ridicule her, but through great testing she slowly
blossoms into a mature figure fully worthy of her happy ending (RL.11-12.1).
Rebirth
(5)
th
Overarching Idea: Make a connection to disillusionment in government to disillusionment in childhood through Grimm’s (19 c.) fairy tale
characters such as “Sleeping Beauty”. Explore how we come to view the world through questioning eyes as characters turn from good to
evil or vice versus when watching Maleficent (RI.11-12.7).
Tragedy
Animal Farm George Orwell
Brave New World, Aldous Huxley
1984 George Orwell
Nonfiction Supplements
“Law and Totalitarianism: The Law in 1984”
“George Orwell and the English Language”
“Language Takes a Turn for Plusungood”
“Orwell for Our Time”
Excerpts from V for Vendetta
Antigone Sophocles (Scribner p.680-712)
Macbeth Shakespeare (Scribner p. 112-187)
Hamlet Shakespeare (Library)
Visual Supplements
“Remember, Remember: Guy Fawkes and the
Gunpowder Plot” (film: V dvd set)
Shakespeare in the Classroom (Library)
Shakespeare in Love
Elizabeth
Hamlet
YouTube
“Fate, Family, and Oedipus Rex: Crash Course
Literature” (13:35 min.)
Rebirth
“Graphic Novel” (film: V dvd set)
Grimm’s Fairy Tales
 Sleeping Beauty (Rags to Riches)
Maleficent (film)
Comedy
Taming of the Shrew Summary
10 Things I Hate About You (film)
Moonlighting: Taming of the Shrew (Library)
Midsummer Night’s Dream (film)
Quest
Lord of the Flies William Golding
The Iliad Homer (Holt p. 56-66)
Canterbury Tales Geoffrey Chaucer (Holt p. 120166)
 “Pardoner’s Tale”
“Jabberwocky” Lewis Carroll
Cheney Public Schools
LA12: English Language Arts Literacy Map – Spring Semester
I can draw evidence
from my reading to
support the
overarching idea of
disillusionment and
build my portfolio
pieces.
I can analyze a story
and/or play and
compare it to its
modern-day
counterpart to
explore how these
ideas are still
relevant today.
Throughout my
assignments, I can
make connections to
disillusionment and
explain how each
generation inherits
the earth, and finds
themselves
questioning what
they have gained
and what to do with
it.
I can read a book of
my own choice and
identify vocabulary
which I do not know
to enhance my
understanding of the
reading.
Draw evidence from
literary or
informational texts to
support analysis,
reflection, and research
(W.11-12.9)
Analyze multiple
interpretations of a
story, drama, or poem
evaluating how each
version interprets the
source text (Include at
least one play by
Shakespeare) (RL.1112.7)
Integrate and evaluate
multiple sources of
information presented
in different media
formats as well as in
words in order to
address and question
or solve a problem
(RI.11-12.7)
Determine the meaning
of words and phrases
as they are used in the
text, including
figurative and
connotative meanings;
analyze the impact of
specific word choices
on meaning and tone,
including words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful
(RL.11-12.4)
Revised April 23, 2015
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Hubris
Chorus
Tragic Flaw
Comic Relief
Blank Verse
Soliloquy
Aside
Dramatic Irony
Foreshadowing
Psychoanalytical
Theory
(4b)
Dabble in the psychological by sharing with students the theories of Freud and Jung, as well as archetypes to pique their interest. For
more information go to: https://owl.english.purdue.edu/owl/resource/722/04/; according to OWL, “some critics believe that we can
‘...read psychoanalytically...to see which concepts are operating in the text in such a way as to enrich our understanding of the work and, if
we plan to write a paper about it, to yield a meaningful, coherent psychoanalytic interpretation’ (Tyson 29).” This is an excellent
opportunity to introduce Oedipus Rex and the tragedy Antigone before coming back to tragedy with Shakespeare. For introduction to
Sophocles go to: http://prezi.com/cqxhrbyr3hbb/?utm_campaign=share&utm_medium=copy&rc=ex0share
Definition: Hero and Heroine are destined to get together, but a dark force is preventing them from doing so; the story conspires to make
the dark force repent, and suddenly the Hero and Heroine are free to get together. This is part of a cascade of effects that shows everyone
for who they really are, and allows two or more other relationships to correctly form (RL.11-12.1).
Comedy
(6)
Quest
(7)
th
Overarching Idea: Come back to tragedy by introducing Shakespeare (16 c.) and one of his tragedies. Continue discussion of
disillusionment with society through exploring “Remember, Remember: Guy Fawkes and the Gunpowder Plot” as seen in V for Vendetta
excerpts and/or the history of Elizabethan England. Finish Shakespeare discussion by exploring one of his comedies and the
disillusionment presented their; for example, in Taming of the Shrew and 10 Things I Hate About You, explore the idea of parental
restrictions on teens to show how Shakespeare is still relevant today (RL.11-12.7).
Definition: Hero learns of a great MacGuffin that he desperately wants to find, and sets out to find it, often with companions (RL.11-12.1).
Voyage and Return
(9)
Overcoming the
Monster
(10)
Independent Reading
(11)
Rags to Riches
Grimm’s Fairy Tales
 Cinderella
Clash of the Titans (film)
Clash of the Gods: Medusa (film)
Aladdin (film)
Voyage and Return
th
th
“Third Voyage of Sinbad the Sailor” (Holt p. 180Overarching Idea: Point out the previous disillusionment seen in the Middle Ages (5 -15 c.) of both religion and feudalism. Read from
the selected Quests to help students see how this popular plot has existed throughout history. For example, with some of the readings like 183)
th
“The Canterbury Tales” (15 c.), it helps to introduce a work of art and artist that contains similar literary terms. Using ideas like those
National Geographic: Behind the Lord of the Rings
seen on Read.Write.Think. with Death and the Miser, http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing(film)
symbolism-plot-theme-833.html, have students identify the commonalities between the work shown and literature read (RI.11-12.7).
The Lord of the Rings (film)
Definition: A young child grows up surrounded by shadowy figures who suppress and ridicule her, but through great testing she slowly
blossoms into a mature figure fully worthy of her happy ending (RL.11-12.1).
Rags to Riches
(8)
“(Original 1951) Alice in Wonderland Trailer”
YouTube (2:03 min.)
“Alice in Wonderland-New Official Full Trailer”
YouTube (2:36 min.)
Overarching Idea: Make a connection between the symbols seen in the Middle Ages and those seen in Greek Mythology, and explore the
continued disillusionment of men with their maker through reviewing the story of Medusa as seen in Clash of the Gods and Perseus as
seen in Ovid’s (43 BC-18 AD) Metamorphoses and Clash of the Titans (RL.11-12.7).
Definition: The Hero enters a Magical Land where normal rules don't apply, happily explores for a while, then encounters a darker side of
things; he conquers or escapes, in the process overcoming a character flaw, and returns home far more mature than when he left (RL.1112.1).
Overcoming the Monster
Beowulf
Clash of the Gods: Beowulf (film)
Supplementary Materials:
Overarching Idea: Tie all of the literature together by bringing it back to WWII by learning about J.R.R. Tolkien and his fantasy literature
through watching National Geographic: Behind the Lord of the Rings. Use this film to draw a connection between the disillusionment seen
in Lord of the Rings and Beowulf (RI.11-12.7).
Poetry
“Mushrooms” by Sylvia Plath
Definition: A hero learns of a great evil overshadowing the land (sometimes not his own land). He gets special equipment and/or
weapons, heads out, and defeats the evil, freeing the land (RL.11-12.1).
Art
Oedipus and Antigone Aleksander Kokular
Cellini’s Statue of Perseus
Death and the Miser Hieronymus Bosch
Macbeth and Banquo Encounter the Witches
Theodore Chasseriau
Overarching Idea: Have students alternate between reading Beowulf and watching Lord of the Rings as they explore their respective plots,
but also develop their own claim regarding the disillusionment seen in both and how this impacts a character’s perspective of the world in
which (s)he lives (RI.11-12.7).
To encourage students be life-long readers, use or create a contract assignment in which they can further explore the ideas presented in
class with a book of their choice, but they can determine the impact it will have on their grade. As a part of the contract, encourage
students to seek out and define words they do not know and how the vocabulary of the text makes the book fresh, engaging, or beautiful.
Provide weekly in-class time to read and work on the assignment (RL.11-12.4).
Folktales
Little Red Riding Hood
Three Billy Goats Gruff
The Boy Who Cried Wolf
The Gingerbread Man
Goldilocks and the Three Bears
Three little Pigs
Cheney Public Schools
LA12: English Language Arts Literacy Map – Spring Semester
Overarching Idea: Disillusionment and Shakespeare – Sample Lesson Plan Summaries
th
District Share/Literacy Maps/12 /2. LA12 Spring/12. Shakespeare.
In this series of eight lessons, students ….
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I know the meanings of dramatic terms and can identify them in my reading (RL.11-12.4)
I can analyze how parts of the play impact the outcome of the whole (RL.11-12.5)
I can identify irony in my reading of Shakespeare’s plays (RL.11-12.6)
I can read from and watch excerpts of a play and discuss the differences (RL.11-12.7)
I can explain Shakespeare’s influence overtime based on the research presented to me in class (W.11-12.7)
I can twist a tale to develop an imagined scenario to use Shakespeare’s language (W.11-12.3)
I can use psychological analysis to show how characters interact throughout the play (RI.11-12.3)
Lesson I: Shakespeare in the Classroom (W.11-12.7)
Lesson II: Shakespeare’s Life and Times (W.11-12.7)
Lesson III: Shakespeare’s Language (RL.11-12.4/6)
Lesson IV: Macbeth (or Hamlet) Introduction (RL.11-12.4/6)
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Students view (DVD) “Shakespeare in the Classroom” and take
guided notes on patrons, theater, actors, costuming, and
threats to the theater.
For deeper study, show Shakespeare in Love to develop
student-interest in the life and times of Shakespeare himself.
With the film encourage students to make note of what life was
th
like during the 16 c. before introducing the details in the
presentation.

Lesson V: Shakespeare Reading (RL.11-12.5)
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Have students either read selections of the play aloud or listen
to the play.
After the reading, have students answer questions regarding
the plot and discuss what happened to ensure understanding
of what transpired in the reading.
Identify the dramatic terms presented within the reading.
Students could also be assigned scenes or soliloquies to
translate from Early Modern English to Modern English.
Take time within each class where reading takes place to
ensure understanding of the material.
Continue discussion of disillusionment with society through exploring
“Remember, Remember: Guy Fawkes and the Gunpowder Plot” as seen in V
for Vendetta excerpts and make connections to Elizabethan England as seen
in in Shakespeare in Love or Elizabeth.
Complete a presentation about Shakespeare’s Life and Times like the
PowerPoint provided.
Have students complete guided notes from the presentation to hold their
thinking regarding the information.
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Lesson VI: Shakespeare Viewing (RL.11-12.7)
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Lesson VII: Twisted Tale (W.11-12.3)
To supplement or replace parts that are being read, show clips from the film
version(s) of the play. For Macbeth,
Act I; Scene 1: The Three Witches from three different versions (5:26 min.)
https://www.youtube.com/watch?v=clG8ha2D26g
Act II: Patrick Stewart “Is this a dagger I see before me?” (3:45 min.)
https://www.youtube.com/watch?v=pusU90ov8pQ&list=PLYt3rTjt8HfN0zH
YeCcigUyhRTonsM81x
Act III: Clip from Act (5:03 min.)
https://www.youtube.com/watch?v=ubNW6xbnPUA
Act IV: The Witches’ Prophecy (3:41 min.)
https://www.youtube.com/watch?v=kEidcxBTu0E
Act V: Patrick Stewart Act V; Scene V
https://www.youtube.com/watch?v=qNDWBWFrpjM
Overarching Idea: Seven
Teacher shares “Shakespeare’s Insults sheet”
Students work in pairs to create best insult
After this introductory session, have students read one of Shakespeare’s
sonnets and analyze the structure including rhyme scheme and
syllabification. Use available PowerPoint for more detailed instruction.
Have students write their own sonnet following the rhyme scheme and
syllabification.
To solidify, have students read Randall Robinson’s “Unlocking
Shakespeare’s Language” -unusual word arrangement.
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As a portfolio option students could take on the idea of twisting a folk
tale using Shakespearian Insults and Unlocking Shakespeare’s Language
(above).
Referring to the play read, students will take one of the following stories
and manipulate to include similar plots points and/or characters from
the play.
Provide students with copies of these tales to select from:
-Little Red Riding Hood
-Three Billy Goats Gruff
-They Boy Who Cried Wolf
-The Gingerbread Man
-Goldilocks and the Three Bears
-Three little Pigs
Required Summative Assessment
See suggested unit activities for detailed descriptions*:
 1 – Guided Notes
 2 – Portfolio Options
 3 – Revisions
 4 –Works Cited
(3a) Portfolio: Throughout the semester, students will create a
portfolio which includes a selection of the following:
 magazine article
 graphic novel page
 twisted tale
 CD of themes
 scene rewrite
 1 ft. by 3 ft. literary art
Please submit other alternatives to LA12 Team so all students can
select from any of the options (RL.11-12.3; W.11-12.5).
Revised April 23, 2015
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Lesson VIII: Psychological Analysis (RI.11-12.3)
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If your students have been dabbling in the psychological with Freud
and Antigone, Shakespeare’s characters provide an excellent
opportunity to continue their exploration of this critical lens. Have
them analyze one of the characters by answering one set of
questions as seen in the resource below:
For more information go to:
https://owl.english.purdue.edu/owl/resource/722/04/
According to OWL, “some critics believe that we can ‘...read
psychoanalytically...to see which concepts are operating in the text
in such a way as to enrich our understanding of the work and, if we
plan to write a paper about it, to yield a meaningful, coherent
psychoanalytic interpretation’ (Tyson 29).”
Basic Plots – Assessment
Suggested Formative Assessments (FA)
*Please note that almost any activity can be used for a formative assessment, the purpose of which is to provide your students with key
feedback about their performance against the required standards. Formative assessments should provide your students with enough
feedback to prepare them for successful completion of the summative assessment.
Introduce the drama terms encountered throughout the story. For
definitions and examples, see this quizlet set:
https://quizlet.com/_1yhtv
Introduce the plot and characters of Macbeth to help students
understand what they are about to read, even share the sparknotes
summary of the story and have students take notes on how they
think the plot will play out:
https://www.youtube.com/watch?v=uzAujyWpK_s
After viewing, have students share their interpretation with a
partner, and if reading aloud, have student’s choose parts.
LAComp: Students will write a literature-based essay to review the
major ideas presented in class. Select from the thesis statements
found in 3b. Revisions or LAComp steps provided or create your
own and share with the members of the LA12 team so all students
can select from any of the options (RL.11-12.3; W.11-12.5).
Cheney Public Schools
LA12: English Language Arts Literacy Map – Spring Semester
Revised April 23, 2015
Cheney Public Schools