English Language A Language MYP 6-­‐10 Curriculum Revised for teaching Fall 2011 Grade 6 Revised for teaching Fall 2011 English 6 Content
Objective
Content
C4
Grammar
Identify/use parts of speech
Identify/use parts of sentence correctly
Identify /use types of sentence
Demonstrate understanding /use mechanics
and punctuation rules
Apply English spelling rules
Demonstrate ability to use verb tenses
correctly
Apply and use proper English word usage
Correction of sentence errors
Correction of common usage errors
C3
Vocabulary
Spell, define, and pronounce vocabulary
Identify parts of speech for vocabulary
Identify synonyms and antonyms
Vary vocabulary in both oral and written work
Identification of commonly confused words
Connotation/denotation
Words in context
Word families
Analogies
A1,2,3,5
Reading
(basic skills à beginning of literary analysis)
Reading for essential information.
To promote awareness of different kinds of writing.
To teach students to be active readers.
To enrich student vocabulary.
To improve student ability tointerpret the writers
intention.
To help student recognise: main idea, writer's tone,
opinion,intention, point of
view, fact and opinion, to read between the lines,
and to recognise inference.
To define vocabulary in context. To promote
student's enjoyment of reading.
To improve student's appreciation of types of
reading matter.
Literary terms: character, plot, conflict, setting,
voice, mood, theme
Genres: nonfiction/fiction, novel, short story, poetry
Poetic terms: Simile, Metaphor, Personification,
Alliteration, Hyperbole, Euphemism, Synesthesia,
Onomatopoeia.
Writing
Understanding of voice and audience.
Free writing -- journalling
Brainstorming, outling, drafting, editing, correction
and revision.
A4,5,6
B1,2,3
C1,2,3,4,5
Assessment
B1,2,3
C1,2,3,4,5
A6
B1,2
C1,2,3,4,5
Business and Personal letter format.
Identify/write paragraph
Demonstrate skill of writing types (creative,
expository, narrative, descriptive, persuasive)
Use of rubrics for student knowledge and
understanding.
Research (sep. category?)
Student will learn how/where to research for
prescribed topic.
Student will become familiar with process of
research.
Students will learn about diverse global communities
and share knowledge with peers.
Students will share their individual skills in
collaboration with peers to create a
common presentation of materials and information.
(oral /poster / power point for example)
To identify location of resource materials.
Student will learn to improve the presentation of
material in an informative and
creative manner by creating a presentation.
Presenting?
THE GIVER
1.Students will make comparison between society in The Giver to diverse types of governments
and behaviors in global societies / communities.
2. Reference will be made to types of governments: communism, fascism, dictatorships,
democracy, republic, monarchy.
3. Students will be able to compare collective and individual responsibilty within societies.
4. Students will identify connections between topics studied in other disciplines, i.e. Social Studies.
1.Identification of Analogy
2.Practise of comprehension skills-quizzes, tests.
3.Improvement of writing skills, by short response answers.
4.Practise personal response to literature.
5.Oral and written interpretation, evaluation and appreciation of literature.
6.Elements of a novel.
Q1:
Summer Reading
Expository Writing
Q2:
Research – connect to Humanities? (Tech integration unit?)
Q3:
Novel - Giver
Q4:
Poetry
Grade 7 Revised for teaching Fall 2011 7th Grade English Curricular Skeleton
Objectives*
C2
use age appropriate language
accurately
C3
use age appropriate and varied
register, vocabulary and idiom
Content
(Knowledge, Concepts, Skills)
Vocabulary Study: How can I
discover the meaning of unknown
words?
Assessment
Instructional Strategies
and/or Specific Texts
Vocabulary Quizzes
Vocabulary chosen from context of
literature studied and also as new
words come up during class
Grammatical skills and concepts are
assessed indirectly though writing for
Criterion C as well as formally through
grammar quizzes
Mini lessons on grammar topics
Handouts and lessons from Write
Source, Inc.
Skills:
- Vary vocabulary in both oral and
written work
- Understand the
connotation/denotation of words
- Recognize words in context
Concepts:
- Dénotation
- Connotation
C4
Use verb tense correctly
Apply basic grammar
Grammar: How do I make my writing
clear?
Skills:
- Construct clear, effective sentences
- Vary sentence structure
- Punctuate sentences correctly for
clarity and meaning
Concepts:
- Sentence Structure(simple,
compound, complex, compoundcomplex)
- Comma Usage
- Semi colon Usage
- Colon Usage
- Ponctuation Dialogue
A1
Identify specific genre characteristics
and extract literal as well as inferred
meaning from texts
A2
Understand terminology for basic
dramatic components/elements,
particularly character, structure, and
theme
A3
Recognize and comment on effects of
author’s particular uses of devices and
elements
C1
C2
C3
C4
Science Fiction Unit: Why is fiction
important?
Skills:
- Understand the concept of plot
- Create a plot diagram to break down
the different elements of plot
- Identify and utilize traits of science
fiction
Comprehension quizzes based on
House of the Scorpion and Naming of
Names (see Atlas for quizzes)
Creative
Science Fiction creative writing project
Text: Elements of Literature
Auxiliary text: House of the Scorpion
(summer reading required text)
Knowledge/Concepts:
- exposition
- rising action
- conflict
- resolution
- theme/central message
- Elements of science fiction
C5
A1
Identify specific genre characteristics
and extract both literal and inferred
meaning
A2
understand and apply language A
Novel Study: How do we handle
adversity?
Skills:
- Understand characterization skills
- Identify conflict
Reading Quizzes
Essay
Descriptive writing
Character Analysis
Texts: Call of the Wild
terminology in context
A3
analyze the effects of the author’s
choices on an audience
Knowledge/Concepts:
- Characterization
- Anthropomorphism
- Conflict
Response to Literature
Students create a cereal box or novel
soundtrack that they think captures
the characters or conflict of the novel.
A6
Express a relevant personal response
to literary text
C1
C2
C3
C4
Use verb tense correctly
Apply basic grammar
C5 demonstrate correct use of
complex/compound sentences
A1
Identify specific genre characteristics
and extract both literal and inferred
meaning
A4
Compose various kinds of writings,
such as descriptions and arguments,
coherent paragraphs and short
answers to questions
B1
Organize creative and descriptive
structured writings according to
specific conventions
C2
use age appropriate language
accurately
Mystery Genre Study: How can we
create an engaging mystery story?
Creative
Agatha Christie Pastiche
Skills:
- Create one-trait characters
- Utilize brainstorming and outlining to
successful organize story
- Employ elements of plot
- Recognize and employ elements of
mystery genre
Response to Literature
Movie Evaluation
Knowledge/ Concepts:
- Clues
- Red Herrings
- Characterization
- Plot structure
Texts:
Various Agatha Christie novels
Film adaptation of Christie novel
C4
Use verb tense correctly
Apply basic grammar
A1
Identify specific genre etc
Poetry Unit: Why do we need
structure and form in art?
A2
understand and apply language A
terminology in context
Skills:
- Comprehend process of reading and
analyzing poetry
- Comprehend elements of poetry and
terms particular to the elements
- Use literary terms particular to
poetry
- Appreciate each poet’s use of lit
devices
- Analyze the devices used in a poem
A3
analyse the effects of the author’s
choices on an audience
A4
compose pieces that apply appropriate
literary features to serve the context
and intention
C4
Use verb tense correctly
Apply basic grammar
A1
Creative
Create limericks and rhyming couplet
poetry.
Texts:
Internet poetry website.
e.g.
Response to Literature
Analysis and paraphrases of various
Shakespearean sonnets
The Writers Workshop
Act 1 - 5 quizzes (see Atlas for details)
Text: Macbeth
Knowledge/Concepts:
-
Limerick
End Rhyme
Rhythm
Couplets
Sonnet
Simile
Metaphor
Personification
Alliteration
Assonance
Consonance
Shakespearean Drama Unit: What
is the nature of humanity’s struggle
Identify specific genre characteristics
and extract both literal and inferred
meaning
between good and evil?
How does dramatic performance help
our understanding of literature?
A2
understand and apply language A
terminology in context
Skills:
- Understand difference between
reading drama vs. reading prose;
- Read Shakespeare out loud
(performing)
- Read Shakespeare for understanding
- Recognize theme
- Annotate text for various literary
techniques
- Understanding characterization
- Compare and contrast film and
A3
analyse the effects of the author’s
choices on an audience
B1
Organize creative and descriptive
structured writings according to
specific conventions
text version of scenes
C1
C2
C3
C4
C5
Knowledge/Concepts:
- dramatic irony
- dramatis personae
- tension
- theme
-iambic pentameter
- soliloquy
- aside
- monologue
A6
Express a relevant personal response
to literary and non-literary texts and
demonstrate the ability to approach
age-appropriate texts independently
Accelerated Reader
C1
Skills:
Independent reading
Oral Commentaries
Memorization of 12 lines of text (see
Atlas for selection of extracts)
Compare and contrast of film vs. text
Polanski’s Macbeth
Creative Writing
Students will create wikis and update
them with current “breaking news
stories” as the play progresses.
Essay
Students will write an essay on a
theme in Macbeth.
Creative and Oral Presentation
Xtranormal.com – Bringing to life a
two person scene or soliloquy
Accelerated reader quizzes and
quarterly book talks to the class
All texts available from lists on
Mandarin-oasis Library site
Grade 8 Revised for teaching Fall 2011 8th Grade English Curricular Skeleton
First Quarter: Writing Portfolio: Why are audience and purpose important in writing?
Objectives
A2 understand and apply language A
terminology in context
A4 compose pieces that apply appropriate
literary and/or non-literary features to
serve context and intention
B1 create work that employs
organizational structures and language
specific conventions throughout a variety
of types of texts
B2 organize ideas and arguments in a
sustained, coherent and logical manner
C1 use language to narrate, describe,
analyze, explain, argue, persuade, inform,
entertain and express feelings
Content (Knowledge, concepts, and
skills)
Skills
• Identify and apply various traits
of different genres
• Employ revising and editing
strategies to improve writing
• Understand and respond to
writing prompts
• Identify audience and purpose
for writing
• Evaluate peers’ writing
Concepts
• Structure and traits of various
essays (persuasive, personal
narrative, descriptive,
compare/contrast,
creative/storytelling)
• Thesis statement
• Sensory details
• Dialogue
• Vivid verbs
• Transition words
Assessment
1. Essay: 5 Essays for writing portfolio
(persuasive, personal narrative,
descriptive, expository, creative)
2. Journal entries
Instructional Strategies and/or
Specific Texts
Writer’s Inc.
Various model and student essays
Second Quarter: To Kill A Mocking Bird: What is justice?
Objectives
Content (Knowledge, concepts, and
skills)
A1 understand and analyze the language,
Skills
content, structure, meaning, and
• Identify and understand the use
significance of both familiar and
of literary devices
previously unseen oral, written and visual
• Develop text to self and text to
texts
world connections
A3 analyze the effects of the author’s
• Analyze characters and conflict
choices on an audience
• Use textual support in responses
A4 compose pieces that apply appropriate
to literature
literary and/or non-literary features to
Concepts
serve context and intention
• Point of view
A6 express an informed and independent
• Characterization (direct and
response to literary and non-literary texts
indirect)
• Conflict
• Plot
• Theme
• Allusion
• Setting
• Satire
• Textual annotations
Assessment
1. Reading comprehension quizzes at
end of specific sections
2. Extension activities involving
supplemental texts
Instructional Strategies and/or
Specific Texts
To Kill A Mockingbird
Film adaptation of To Kill a
Mockingbird
3. Four Corner debate - is it every
acceptable to break the law?
4. Annotation skills practiced in class
5. Poster creation around the guiding
questions
6. Socratic seminar on guiding
question/Discussions
7. Watch the film and afterwards
discuss differences, both positive and
negative aspects of interpretation.
8. Response to Literature and Essay:
Students "get into the shoes" of given
character - research notes and
monologue.
Third Quarter: Poetry of Poe: How should we approach the study of poetry?
Objectives
Content (Knowledge, concepts, and
skills)
A1 understand and analyze the language,
Skills
content, structure, meaning, and
• Appreciate poetry
significance of both familiar and
• Identify and evaluate the use of
previously unseen oral, written and visual
repetition and rhyme
texts
Concepts
A2 understand and apply language A
• Rhyme
terminology in context
• Rhythm
• Meter
• Form
• Repetition
• Alliteration, assonance,
consonance
Assessment
1. Recitation from memory a section
from a Poe poem.
2. Oral Commentary on assigned piece
of poetry.
Instructional Strategies and/or
Specific Texts
“The Raven,” and Other Poems ~
Poe
Third Quarter: Edgar Allen Poe Short Stories: How is language effective in story-telling?
Objectives
Content (Knowledge, concepts, and
Assessment
skills)
A4 compose pieces that apply appropriate
Skills
1. Creative Writing: Pastiche based on
literary and/or non-literary features to
one of the Poe’s short stories studied in
• Analyze the use of diction,
serve context and intention
class and a Grimm’s fairy tale.
syntax, and tone
A5 compare and contrast works, and
• Identify the use of literary
connect themes across and within genres
2. Reading comprehension quizzes
devices
B1 create work that employs
• Create an increasing level of
organizational structures and language
3. Visualization of “The Masque of the
suspense in writing
specific conventions throughout a variety
Red Death”
of types of texts
C1 use language to narrate, describe,
4. Creative Writing: to “The Pit and
Concepts
analyze, explain, argue, persuade, inform,
the Pendulum”
• Suspense
entertain and express feelings
• Syntax
•
•
•
•
•
•
•
•
Instructional Strategies and/or
Specific Texts
The Short Stories of Edgar Allen
Poe
Grimm’s Fairy Tale Website
CD of Vincent Price reading short
stories
Foreshadow
Irony
Imagery
Tone
Diction
Plot line
Theme
Rhythm
Fourth Quarter: A Midsummer Night’s Dream: Why is Shakespeare the most influential writer in all of English literature?
Objectives
Content (Knowledge, concepts, and
Assessment
skills)
A3 analyze the effects of the author’s
Skills
1. Working in groups, students
choices on an audience
memorize and rehearse scenes from
• Compare and contrast
A4 compose pieces that apply appropriate
Elizabethan theatre with modern various acts of the play.
literary and/or non-literary features to
day theatre
serve context and intention
2. Reading comprehension quizzes at
• Perform interpretations of the
B3 employ appropriate critical apparatus
the end of each Act.
scenes in the play
• Research and identify elements
3. In groups, students will condense the
of Elizabethan England,
play to its essential parts and create a 5
Elizabethan theatre, and
minute version of the play.
Shakespeare’s life
• Create a Shakespeare festival
4. Essay: Students will write an essay
Concepts
on one of the themes in the play.
• Style
Instructional Strategies and/or
Specific Texts
A Midsummer Night’s Dream
•
•
•
•
•
Ongoing Units
Vocabulary
Objectives
C2
use language accurately
C3
use appropriate and varied register,
vocabulary and idiom
Theme
Structure of play
Pun
Iambic Pentameter
Prose vs. Poetry
Content (Knowledge, concepts, and
skills)
Assessment
1. Vocabulary Quizzes
Skills:
•
•
•
Vary vocabulary in both oral and
written work
Understand the
connotation/denotation of words
Recognize words in context
Instructional Strategies and/or
Specific Texts
Vocab chosen from context of
literature studied.
2. Vocabulary assessed indirectly
though writing for Criterion C
Concepts:
• Part of speech
• Synonyms
• Antonyms
• Denotation
• Connotation
Grammar
Objectives
Content (Knowledge, concepts, and
skills)
C4 use correct grammar and syntax
Skills:
•
Identify and correctly use the
parts of a sentence
• Demonstrate an understanding of
punctuation and other
mechanics' rules in formal and
informal writing assignments
• Apply common spelling rules
• Identify and vary types of
sentences
Concepts:
• Sentence structure
Assessment
1. Grammar skills and concepts are
assessed indirectly though writing for
Criterion C
2. Grammar quizzes
Instructional Strategies and/or
Specific Texts
Write Source
Grammar handouts
•
•
•
•
•
•
Commas
Colons and semicolons
Thesis
Capitalization
Quotations Marks
Italics/Underlining
Grade 9 Revised for teaching Fall 2011 9th Grade English Curricular Skeleton
FIRST SEMESTER: Coming of Age Unit
Objectives
A5: compare and
contrast works,
and connect
themes across
and within genres
B1-3 (esp. 2):
organize ideas
and arguments in
a sustained,
coherent, and
logical manner
A1: understand
and analyse the
language,
content,
structure,
meaning and
significance of
both familiar and
previously unseen
oral, written and
visual texts
A2: understand
and apply
Content
Coming of Age novel.
Skills: apply strategies for
comparison and contrast in oral and
written work; recognize and identify
themes and motifs;
Strategies/Texts
Novels have included:
Assessment Choices
In-class
Comparison/Contrast Essay
MYP Language A
Assessment: Essay
Formal Comparison/Contrast
Essay (typed)
Comparison/Comparison
Presentations
Choose from:
Stories
Poetry annotation and
analysis of key poetic
devices and terms.
Demonstrate understanding
of the text and the
relationship between form
and content.
Poems
Small group presentation on
stories and/or poems.
The Secret Life of Bees, Sue Monk Kidd
The Panther in the Basement, Amos Oz
Extremely Loud and Incredibly Close, Jonathan
Safron Foer
The Adventures of Huckleberry Finn, Mark Twain
How the Garcia Girls Lost Their Accents, Julia
Alvarez
Concepts:
coming-of-age themes; intro to how
themes are created/developed
(motif, symbol, epigraph, etc.)
Short stories and poems.
Skills: understanding and applying
poetic devices and techniques;
identify narrative styles in stories.
how language in poetry is used to
communicate CofA themes
Concepts and content: Poems and
Short Stories related to Coming of
Age theme; address stylistic and
thematic aspects of stories;
“A&P,” John Updike
“Rules of the Game,” Amy Tan
“Beautiful My Mane in the Wind,” Catherine
Petroski
“The Lesson,” Toni Cade Bambara
“Araby,” James Joyce
“High School Graduation,” Maya Angelou
“Battle Royale,” Ralph Ellison
“Hair” and “My Name,” Sandra Cisneros
“Oranges,” Gary Soto
“Tongue,” Conrad Hilberry
“Rites of Passage,” Dorianne Laux
language A
terminology in
context
A3: analyse the
effects of the
author’s choices
on an audience
A5: compare and
contrast works,
and connect
themes across
and within genres
A1: understand
and analyse the
language,
content,
structure,
meaning and
significance of
both familiar and
previously unseen
oral, written and
visual texts
A3: analyse the
effects of the
author’s choices
on an audience
B1: create work
that employs
organizational
structures and
language-specific
“Fifteen,” William Stafford
“On Turning Ten,” Billy Collins
“ ‘Out, Out!’,” Robert Frost
“The Time We Cherry-Bombed the Toilet at the
River Oaks,” Robert Hayden
“The Rime of the Ancient Mariner,” Coleridge
Coming-of-Age Novel
Skills: identifying significant
passages and events; portraying
them in different format; linking
history and biography with novel
form; emulating stylistic choice and
aspect using text and visual
representation; close reading and
passage analysis;
Choose from:
Red Badge of Courage, Stephen Crane
Black Boy, Richard Wright
King Dork, Frank Portman
Woman Warrior, Maxine Hong Kingston
This Boy’s Life, Tobias Wolfe
MYP Language A
Assessment: Creative
Piece
Creative writing, personal
narrative, and graphic novel
project, or other visually
based learning task.
Passage analysis.
conventions
throughout a
variety of text
types
C1: use language
to narrate,
describe, analyse,
explain, argue,
persuade, inform,
entertain and
express feelings
A3: analyse the
effects of the
author’s choices
on an audience
C1: use language
to narrate,
describe, analyse,
explain, argue,
persuade, inform,
entertain and
express feelings
Nonfiction Unit: The Essay
(DiYanni)
Write a short essay on topic
of their choice.
Skills: Analyze essays for tone, idea,
message; understand purpose,
intent, and idea of essay; analyze
structure and development of essay;
recognize relationship between form
and content.
Midterm Exam: annotation
and critical analysis (essay)
of an essay on Semester
Exam
SECOND SEMESTER: Linking the Past to the Future
Objectives
A3: analyse the
effects of the
author’s choices
on an audience
Content
Classical myths and stories.
Skills: retelling of myths;
understanding archetypal
significance of myths;
Strategies/Texts
Allusion Mini-Unit
Assessment Choices
Final assessment: imitation
of poem
Myth quizzes
A1: understand
and analyse the
language,
content,
structure,
meaning and
significance of
both familiar and
previously unseen
oral, written and
visual texts
Poetry Study
Options:
Concepts:
1. Rime of the Ancient Mariner
Figurative/Descriptive: metaphor, simile,
personification, symbol, allegory, pun,
double entendre, irony, diction, imagery,
hyperbole, synaesthesia,
metonymy/synecdoche
or
The Sound Elements of Poetry: rhyme,
assonance, consonance,
approximate/slant/half rhyme, internal
rhyme, rhyme scheme, couplet,
onomatopoeia, alliteration,
euphony/cacophony
Poetic Devices Test (?)
MYP Language A
Assessment: Literary
Response
Close reading and correlation
of form and content
2. Various poems
Ex: “That Time of Year Thou May’st in
Me Behold,” “Be Near Me When My
Light is Low,” “Do Not Go Gentle into
that Good Night”
The Rhythm & Structure of Poetry
meter (tetra-, penta-, etc.),
scanning/scansion, syntax, caesura,
open/closed form, repetition/parallelism,
enjambment/end stop, stanza (couplet,
quatrain, octave, etc.)
Kinds of feet:
anapest, dactyl, iamb, spondee, trochee,
pyrrhic
sonnet, speaker, tone/mood, theme
A4: compose
Shakespeare unit.
Romeo and Juliet
Act quizzes
pieces that apply
appropriate
literary and/or
non-literary
features to serve
the context and
intention
A1: understand
and analyse the
language,
content,
structure,
meaning and
significance of
both familiar and
previously unseen
oral, written and
visual texts
C3: use
appropriate and
varied register,
vocabulary and
idiom
Skills: understanding drama and its
devices/techniques; introduction to
allusion and theme; reading out
loud and performing; dramatic
terms and techniques.
Utopian or Dystopian novel.
Skills: analyze language used by
characters/narrators to convey a
message, including literary and
allusive elements; consider how
society’s aspects are created in the
text; consider the use of imaginative
fiction as commentary on social and
governmental issues.
Dystopic Fiction
Choose from:
Brave New World, Aldous Huxley
Stranger in a Strange Land, Robert Heinlein
1984, George Orwell
A Clockwork Orange, Anthony Burgess
Creative Project:
- memorization
- soundtrack
- Verona Times
- scene enactment
- prose adaptation
Close reading and passage
analysis
MYP Language A
Assessment: Oral
Presentation
Recitation and Scene
Interpretation
passage analysis / full
commentary in context form
(essay)
Grade 10 Revised for teaching Fall 2011 10th Grade English Curriculum
Objectives*
Content
(Knowledge, Concepts, Skills)
Vocabulary Study:
C2
use language accurately
C3
use appropriate and varied register,
vocabulary and idiom
Assessment
Instructional Strategies
and/or Specific Texts
Vocabulary Quizzes
Vocab chosen from context of
literature studied.
Reading Quizzes
Drama/Theater assignment (see
Shakespeare study)
Text: Antigone, Sophocles
Skills:
Vary vocabulary in both oral and
written work
Understand the
connotation/denotation of words
Recognize words in context
Concepts:
Analogies, Synonyms, Antonyms,
Denotation, Connotation
Greek Tragedy Study:
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A3
analyse the effects of the author’s
choices on an audience
A2
understand and apply language A
terminology in context
Skills:
Understanding qualities/characteristics
of Greek tragedy;
understanding/analyzing poetic
technique
critical reading, theatrical reading (i.e.
reading w/ the understanding that you
are reading a performance), close
reading literary analysis, synthesizing
play themes of play and contemporary
essays (see individual and society
unit)
Concepts:
Chorus, stichomythia, tragic hero,
recognition, pathos, peripetia,
Auxiliary text: Dead Poets Society
(film)
hamartia, hubris,
Shakespeare Study:
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
terminology in context
A3
analyse the effects of the author’s
choices on an audience
Skills:
Understanding difference between
reading drama vs. reading prose;
Reading Shakespeare out koud
(performing)
Reading Shakespeare for
understanding
Recognizing motif and theme
Close reading & literary analysis
A2
understand and apply language A
terminology in context
A3
analyse the effects of the author’s
Text: Julius Caesar
Reading Quizzes (major assessment
connected with Personal
Argumentation focus below)
Texts: “Self-Reliance,” Ralph Waldo
Emerson; “Civil Disobedience,” Henry
David Thoreau; “Letter from a
Birmingham Jail,” Dr. Martin Luther
King, Jr.
Knowledge/Concepts:
ambiguity, apostrophe, double
entendre, dramatic irony, dramatis
personae, end stop, enjambment,
foil, iambic pentameter, motif,
pun, situational irony, tension,
theme, apostrophe, metonymy
Nonfiction on Injustice
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
Reading quizzes
Close reading
Theatre/Drama Project
Skills:
recognizing injustice in literature,
history, and current culture
Knowledge/Concepts:
transcendentalism
choices on an audience
A4
compose pieces that apply appropriate
literary and/or non-literary features to
serve the context and intention
A6
express an informed and independent
response to literary and non-literary
texts
B1
create work that employs
organizational structures and
language-specific conventions
throughout a variety of text types
Personal Argumentation:
Personal Argumentation Essay
Tie-in with NPR series “This I Believe”
Reading quizzes
(This unit of literary study ties in with
the emulation focus, detailed below)
Short Stories:
“To Build a Fire,” Jack London
“Occurrence at Owl Creek Bridge,”
Ambrose Bierce
“The Storm,” Kate Chopin
Skills:
communicating personal
beliefs/ethics;
writing persuasively; citing sources
appropriately and correctly
Concepts:
argumentation; rhetoric; concession;
ethics (ethical questions, ethical
dilemmas); aphorism
B2
organize ideas and arguments in a
sustained, coherent and logical
manner
B3
employ appropriate critical apparatus.
C1
use language to narrate, describe,
analyse, explain, argue, persuade,
inform, entertain and express feelings
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
Realism/Naturalism Unit:
Skills:
appreciating the relationship between
form, content, and significance in
short fiction; recognizing and
analyzing aspects of style and
narrative
terminology in context
A3
analyse the effects of the author’s
choices on an audience
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
terminology in context
A3
analyse the effects of the author’s
choices on an audience
A4
compose pieces that apply appropriate
literary and/or non-literary features to
serve the context and intention
Pastiche Unit:
Creative Emulation Assignment
Short Stories:
“To Build a Fire,” Jack London
“Occurrence at Owl Creek Bridge,”
Ambrose Bierce
“The Storm,” Kate Chopin
Close reading passage analysis
(preparation for passage analysis on
final exam)
Novels:
Ethan Frome, Edith Wharton
The Great Gatsby, F. Scott Fitzgerald
Catcher in the Rye, J.D. Salinger
Skills:
appreciating the relationship between
form, content, and significance in
short fiction
emulating aspects of style
creative writing: description (setting &
character) and narrative (story)
Concepts:
literary/artistic movements
(Realism/Naturalism)
elements of short story (setting,
character, plot, tension, etc.)
emulation/pastiche
A5
compare and contrast works, and
connect themes across and within
genres
A6
express an informed and independent
response to literary and non-literary
texts
Modern Novel Study:
A1
understand and analyse the language,
content, structure, meaning and
Skills:
analyzing narrative/fiction
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
terminology in context
A3
analyse the effects of the author’s
choices on an audience
A4
compose pieces that apply appropriate
literary and/or non-literary features to
serve the context and intention
A5
compare and contrast works, and
connect themes across and within
genres
A6
express an informed and independent
response to literary and non-literary
texts
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
terminology in context
tracing a motif
stating theme
identifying significant quotes and
passages
close reading/passage analysis
writing a commentary
comparing texts (Gatsby and Catcher)
Concepts:
realism/naturalism
setting
symbolism
framed narrative
formal unties/devices (irony, tension,
ambiguity, etc.)
bildungsroman; vignettes; narrative
tension; emulation; literary techniques
(metaphor, personification, imagery,
hyperbole, simile, connotation, etc.);
literary features (motif, theme,
characterization, conflict, tone, etc.);
stylistic devices (pace, structure,
repetition, assonance, consonance,
etc.)
Presentation Study:
Skills:
planning, structuring an oral
presentation; using visual aids
effectively; combining text-centered
literary analysis with original &
personal connections
Oral Presentation (focused on one
or more of the novels from Modern
Novel Study above)
A3
analyse the effects of the author’s
choices on an audience
A6
express an informed and independent
response to literary and non-literary
texts
B2
organize ideas and arguments in a
sustained, coherent and logical
manner
A1
understand and analyse the language,
content, structure, meaning and
significance of both familiar and
previously unseen oral, written and
visual texts
A2
understand and apply language A
terminology in context
A3
analyse the effects of the author’s
choices on an audience
A4
compose pieces that apply appropriate
literary and/or non-literary features to
serve the context and intention
A5
compare and contrast works, and
connect themes across and within
genres
A6
Poetry Unit
Skills:
comprehend process of reading and
analyzing poetry; comprehend
elements of poetry and terms
particular to the elements; use literary
terms particular to poetry; appreciate
each poet’s use of lit devices; analyze
the devices used in a poem; write a
concise description of literary features
to be emulated; create an emulation;
express an intentional response to a
poem; support assertions regarding
devices by examples from the poem
C-1 writing an analysis and creating
an emulation
C-2 practice language use especially
as dictated by previous errors
Concepts:
Long list of poetic devices (in separate
word document)
Mock World Literature Paper 2b,
Imaginative Assignment:
Poetry emulation with statement of
intent
Chapters in Diyanni’s Literature
anthology:
Ch. 7: “Reading Poems”
Ch. 8 “Types of Poetry”
Ch 9 “Elements of Poetry;” includes
exemplary poems for each element;
express an informed and independent
response to literary and non-literary
texts