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ENG III: The Voice of Literature
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Unit One
LITERATURE: Colonial and Revolutionary Periods
GRAMMAR: Glossary of Usage
WRITING SKILLS: Metaphor, Modes of Persuasion, Thesis Statement
VOCABULARY: Chapter One (Improving Vocabulary Skills)
Length of
Unit
Two Weeks
Core Content/POS
Program of Studies
Core Content
Key Concepts/Skills/Guiding Questions
Terms: Purpose, Tone, Theme, Audience, Author Credibility,
1.
Use of Glossary of Usage
Power Point Activities as
Independent Work.
(Glossary of Usage Test at
end of instruction.)
2.
Textbook Feature Analysis
(Handout)
Historical Narratives
(Background Information –
pp. 70-71)
from Of Plymouth Plantation
(Chronicle –pp. 81-87)
The Interesting Life of
Olaudah Equiano (Slave
Narrative – pp. 93-97)
Comparative Readings of
John Smith and Richard
Frethorne (Letters and
Journal – Handouts)
From Colony to Country and
Between Heaven and Hell:
The Puritan Tradition
(Background Information –
pp.132-136)
The Examination of Sarah
Good (Court Document – pp.
144-147)
Characteristics of Form, Paraphrasing, Metaphor, Thesis Statement,
Logos (Logical Appeal), Pathos (Emotional Appeal), Ethos (Credibility),
Denotation, Connotation, Analysis, Argument, Concession, Rhetoric,
Propoganda, Universal Themes
Students will
1. Be able to identify an historical narrative.
2. Be able to identify and differentiate between primary and
Secondary sources.
3. Be able to recognize sensory details.
4. Be able to recognize bias and unreliable narration in texts.
5. Be able to recognize and analyze the use of loaded
language.
6. Be able to identify and analyze the use of metaphors in
text.
7. Be able to identify and analyze the use of the modes of
persuasion (Logos, Ethos, and Pathos) and concession in
texts.
8. Be able to build arguments in writing using the modes of
persuasion and concession. (ON DEMAND)
9. Understand the concept of rhetoric and how to analyze text
rhetorically.
Rowan County Senior High School 2010-2011
Activities/Assessments/
Resources
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ENG III: The Voice of Literature
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Understand the need to consider rhetoric in one’s own writing.
Be able to recognize propaganda techniques in text.
Be able to use various usage terms correctly.
Be able to develop thesis statements as a class and in small
groups.
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9.
From Sinners in the Hands of
an Angry God (Sermon – pp.
152-158)
10. Illustrate metaphors in from
Sinners in the Hands of an
Angry God
11. “History Clashes with
Commercialism” (Newspaper
Article – pp 150-151)
Guiding Questions
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Rowan County Senior High School 2010-2011
How can I use my textbook to be the most effective?
What is a primary source? Secondary Source?
What is a slave narrative? How do descriptive and
sensory details help us relate to an author’s message?
How are primary sources and secondary sources
different?
What is a transcript?
What is bias and how can you recognize it in literature?
What is loaded language? What are loaded questions?
What reading strategies are used for different genres?
How do you evaluate the credibility of a source? How
does the writer’s motivation and intended audience
affect that credibility?
What is word choice? Diction?
How do the connotations of word affect the meaning of a
passage?
What is the difference between fact and opinion? How
do you know?
What is a theme? What are its characteristics? What
are examples of theme? What are non-examples of
theme? (FRAYER MODEL)
What does universal mean?
What are universal themes?
How do universal themes apply to reading and writing?
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ENG III: The Voice of Literature
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Unit Two
LITERATURE: Writers in the Time of Revolution
GRAMMAR: Glossary of Usage (Continued)
WRITING SKILLS: Analytical Exercises, Thesis Statement
VOCABULARY: Chapter Two (Improving Vocabulary Skills)
Length of
Unit
One Weeks
Core Content/POS
Program of Studies
Core Content
Key Concepts/Skills/Guiding Questions
Terms: Persuasive Rhetoric, Elevated Language, Rhetorical
Questions, Repetition, Parallelism, Allusion, Modes of
Persuasion, Purpose, Tone, Cause and Effect, Historical Context,
Structure of Arguments, Thesis Statements
Students will
1. Be able to analyze a text for: Modes of Persuasion,
Rhetorical Questions, Allusion, Parallelism, Purpose, Tone,
Historical Context, and Structure of Argument
2. Be able to paraphrase a difficult passage to determine its
meaning.
3. Be able to compare and contrast two texts, as a form of
analysis.
4. Be able to construct a thesis statement.
Guiding Questions
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Rowan County Senior High School 2010-2011
Activities/Assessments/
Resources
12. Use of Glossary of Usage
Power Point Activities as
Independent Work.
(Glossary of Usage Test at
end of instruction.)
13. Speech in the Virginia
Convention (page 263-266)
14. The Declaration of
Independence ( page270276)
15. The Declaration of the
Rights of Woman (page
277- 278)
16. Stride Toward Freedom
(page 301-304)
Compare to #6.
17. Necessary to Protect
Ourselves (page 305-306)
18. Develop an argument in
writing using the elements
of Persuasive Writing
learned.
What are the three types of persuasive appeal?
What is logos?
What is ethos?
What is pathos?
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ENG III: The Voice of Literature
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What is the Rhetorical Triangle?
What is elevated language?
What are rhetorical questions?
What is repetition in writing and what is its effect?
What is the author’s purpose in writing? How does the
author’s purpose and audience affect the writing?
What are allusions in writing and what are their effects?
What is the author’s tone?
Unit Three
LITERATURE: Gothic Short Story Unit / Analysis
GRAMMAR: Glossary of Usage (Continued)
WRITING SKILLS: Analytical Essay
(Transitions, Topic Sentences, Attention-Getters, Introduction,Conclusion, Internal Citation)
VOCABULARY: Chapters 3 & 4 (Improving Vocabulary Skills)
Length of
Unit
Four
Weeks
Core Content/POS
Program of Studies
Core Content
Key Concepts/Skills/Guiding Questions
Terms: Thesis Statement, Analysis, Allegory, Paradox, Support,
Evidence, Internal Citation, 3.5 Essay Form, Historical Context,
Author’s Purpose and Intended Meaning, Introductory
Paragraph Elements and Techniques, Transitional Elements,
Concluding Paragraph Elements and Techniques,
Foreshadowing, Syntax, Diction, Style, Simile, Characterization,
Flashbacks, Sequence of Events
Activities/Assessments/
Resources
19. Use of Glossary of Usage
Power Point Activities as
Independent Work.
(Glossary of Usage Test at
end of instruction.)
1.
Students will
1. Be able to analyze an allegory for its secondary
meaning.
2. Be able to interpret the possible influences of personal
events in an author’s life on his or her literary works.
3. Be able to recognize an author’s impact on literature.
4. Be able to recognize and identify paradox in writing.
5. Be able to recognize and identify foreshadowing.
Rowan County Senior High School 2010-2011
2.
3.
Model Analysis through the
use of “Green Eggs and
Ham” by Dr. Seuss and the
essay “Themes of Race In
Dr. Seuss’ ‘Green Eggs and
Ham’” OR other appropriate
model.
The Dark Side of
Individualism (page 446448)
Develop class set of notes on
the Gothic Style of
Writing and the Southern
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ENG III: The Voice of Literature
6. Be able to understand the sequence of events in a story
and how their manipulation affects the audience.
7. Be able to use 3.5 essay form to organize ideas and as a
guide for writing.
8. Be able to write an appropriate attention-getter for
essay.
9. Be able to write an introductory paragraph for an essay
which includes an attention-getter, background
information, and a strong thesis statement.
10. Be able to use transitional elements in writing.
11. Be able to write topic sentences for each body
paragraph.
12. Be able to cite source material internally in the body of
an essay as evidence and support to back up argument
in thesis.
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Guiding Questions
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Rowan County Senior High School 2010-2011
How can learning about an author help the reader to
analyze or better understand his or her writing?
What is mood?
What is foreshadowing?
What is an allegory?
What are the types of attention getters?
What are transitional elements? When are they
needed? Why are they needed?
What is a topic sentence?
What is internal citation? What is the effect of internal
citation?
What is the conclusion of an essay? What should it
include and why?
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Gothic Period to be
used later in analysis of
reading.
Author Study: Edgar Allan
Poe (page 450- 453)
Develop a class set of notes
on Edgar Allan Poe to
be used later in the analysis
of reading.
“The Masque of the Red
Death” (page 455-461)
Literary Analysis of Allegory
(page 462) This activity
is also in the students’
Interactive Reader Plus.
from Danse Macabre (page
464-465)
The Author’s Style (page
497)
Instruction on the
background of Nathaniel
Hawthorne (possible power
point).
“Dr. Heidegger’s
Experiment” (pp. 500-514).
Interpreting Allegory Activity
(p.500 – Active Reading )
This activity is also in the
students’ Interactive Reader
Plus.
Instruction on the
background of William
Faulkner (possible power
point).
“A Rose for Emily” (pp. 516524).
Active Reading: Sequencing
Events (p. 516).
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ENG III: The Voice of Literature
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16.
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Instruction on introductory
elements of an essay
(specifically attention
getting strategies,
background info, and thesis)
Instruction on writing body
paragraphs for an essay.
(specifically transitions, topic
sentences, and internal
citations)
Instruction on writing the
conclusion of an essay
(specifically transitions,
restatement of thesis,
overall meaning or call to
action)
Writing of analytical essay.
Unit Four
LITERATURE: Civil Rights
GRAMMAR: Glossary of Usage
WRITING SKILLS: Thesis Statement, Analytical Essay
VOCABULARY: Chapter Five (Improving Vocabulary Skills)
Length of
Unit
One and ½
Weeks
Core Content/POS
Program of Studies
Core Content
Key Concepts/Skills/Guiding Questions
Terms: Author purpose, Audience, Eyewitness Report,
Chronological Order, Open Letter, Syntax, Paradox, Allusion,
Logical Argument, Deductive and Inductive Reasoning, Modes
of Persuasion
Students will
1.
Be able to read a wide variety of sources to document
the events of a time period.
2. Be able to paraphrase and synthesize information form
Rowan County Senior High School 2010-2011
Activities/Assessments/
Resources
20.
Introductory Project
Assignment – Timeline of the
Civil Rights Movement –
Research in computer lab.
Day One
21. Café Conversation: Students
will rotate through several
stations to read and reflect
on the following pieces of
literature from or pertaining
to the civil rights era: (a)
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ENG III: The Voice of Literature
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a wide variety of sources to communicate to an
audience about the events of a time period.
Be able to summarize and paraphrase information from
texts of various lengths.
Be able to formulate questions to guide their reading.
Be able to identify bias and credibility of an author by
identifying the intended audience and purpose of the
author.
Be able to differentiate between a primary and a
secondary source.
Be able to determine the organizational pattern of a
text and understand why the author chose it.
Be able to distinguish between a private and an open
letter and understand the purpose of each.
Be able to recognize allusions and their purpose in a
text.
Be able to recognize and identify the types of reasoning
in a logical argument.
Be able to analyze the structure of an argument.
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Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Have you ever been a victim of discrimination? What
are ways that students your age face discrimination?
(Activity 1)
3. How did American society change during the middle
years of this century? Why did these changes happen?
Rowan County Senior High School 2010-2011
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26.
“I,Too” by Langston Hughes,
(b) “Incident” by Countee
Cullen, (c) “The Lynching” by
Claude McKay, (d) “Ballad of
Birmingham” by Dudley
Randall, (e) “The ‘N’ Word:
It Just Slips Out” by Allen
Francis, (f) “Only a Nigger”
by Mark Twain, and (g)
recording of “Strange Fruit”
as sung by Billie Holliday Follow by discussion of how
these pieces of literature
bring the Civil Rights
movement to life by
discussion about how
literature is the voice of
history. Day One
Integration and
Disintegration: Postwar
Society (Background
Information – pp. 1134-1134)
Day Two
“Warriors Don’t Cry” (Excerpt
from autobiography –
Handout) Day Two
“The Murder of Emmett Till”
from Look Magazine.
View pictures of Emmett Till’s
murder from Jet magazine.
Compare and contrast genre,
intended purpose and
intended audience. View
portions of video on Emmett
Till. Day Three
“Coming of Age in
Mississippi” (Excerpt from
autobiography – pp.610-615).
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ENG III: The Voice of Literature
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Rowan County Senior High School 2010-2011
How did these changes affect Literature and the arts?
(Activity 3)
Why was the murder of Emmett Till a pivotal moment
in Civil Rights history? How does the literary genre and
the intended audience affect this? (Activity 5)
How might an eyewitness account, a primary source,
differ from a secondary source? What organizational
pattern is typically used in an eyewitness account?
Why? (Activity 7)
What is an open letter? How does syntax affect a
writer’s message? What is paradox? (Activity 8)
How is the writing from a period of time representative
of that time? What is an allusion? How does Martin
Luther King use allusions and reasoning to affect his
purpose? What is a logical argument? What are
deductive and inductive reasoning? How does King use
these? What is the effect? (Activity 9)
How can the historical context of a piece influence the
reader’s understanding? What is the structure of an
argument? (Activity 10 & 11)
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Day Four
27. “My Dungeon Shook: Letter
to My Young Nephew. . .”
(Open Letter – pp. 960-963).
Day Four
28. “A Letter from a Birmingham
Jail” (Open Letter – pp. 11361145). Day Five
29. Culminating Project
Assignment: Students will
complete a Multi-Media
Exhibit or Visual Presentation
in groups of three. They will
be given choice in order to
compare and contrast the
civil rights era events to
modern society. Each group
may choose to compare three
of the following topics:
a) Politics
b) Prejudice and
Discrimination
c) Economics
d) Technology and
Transportation
e) Social Roles
f) Concepts of Justice
g) Education
h) Cultural Recreation Day
Five
30. “Stride toward Freedom”
(excerpt from book about the
Montgomery bus boycott –
pp. 301-304) Day Six
31. “Necessary to Protect
Ourselves” (Transcript of an
interview – pp. 305-306) Day
Six
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ENG III: The Voice of Literature
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32. Venn Diagram – Student will
compare the writings and
philosophies of Martin Luther
King, Jr. and Malcolm X. Day
Six
33. Culminating Project
Presentations will be
conducted in an integrated
classroom environment as a
school production. Students
will create an environment
that models the civil rights
era. i.e. a beat nick scene.
34. Use of Glossary of Usage
Power Point Activities as
Independent Work.
(Glossary of Usage Test at
end of instruction.)
Unit Five
LITERATURE: Novel
GRAMMAR: Glossary of Usage
WRITING SKILLS: On Demand – Letter and Editorial Forms
VOCABULARY: Chapter Six(Improving Vocabulary Skills)
Length of
Unit
Three and
½ Weeks
Core Content/POS
Program of Studies
Core Content
Key Concepts/Skills/Guiding Questions
Terms: Theme, Plot Structure (Freytag’s Pyramid- inciting
incident, rising action, exposition, climax, falling action,
resolution, denoument), Characterization, Reliable vs.
Unreliable Narrator, Types of Conflict, rhetoric, author’s
purpose, author’s style
Note: These terms and activities are to be covered in
conjunction with concepts and terminology appropriate to the
Rowan County Senior High School 2010-2011
Activities/Assessments/
Resources
1.
2.
Students will read the
assigned novel per the
reading schedule set by the
teacher.
Reading quizzes to check for
comprehension will
accompany reading on
scheduled dates.
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ENG III: The Voice of Literature
novel being taught. Possible selections for ENG III include The
Great Gatsby, To Kill a Mockingbird, and The Adventures of
Huckleberry Finn
Students will
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5.
Be able to read a novel for detail.
Be able to analyze a novel rhetorically.
Be able to analyze the author’s purpose.
Be able to make predictions and draw conclusions
Be able to demonstrate understanding of the novel and
analyze the novel verbally and in writing.
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3.
4.
5.
Writing and discussion
opportunities will accompany
reading to access learning.
On Demand Instruction and
writing over the Letter and
the Editorial to be
interspersed throughout the
Novel Unit.
Use of Glossary of Usage
Power Point Activities as
Independent Work.
(Glossary of Usage Test at
end of instruction.)
Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Questions will vary depending on the novel taught.
3. What are the elements of a letter?
4. What are the elements of an editorial?
Rowan County Senior High School 2010-2011
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