UNDERSTANDING BY DESIGN. Of Mice and Men

Transcription

1 UNDERSTANDING BY DESIGN Of Mice and Men Standards Oral 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c) Illustrate main ideas through anecdotes and examples. d) Cite information sources. e) Make impromptu responses to questions about presentation. f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading 9.3 The student will read and analyze a variety of literature. a) Identify format, text structure, and main idea. b) Identify the characteristics that distinguish literary forms. c) Use literary terms in describing and analyzing selections. d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. e) Explain the relationship between the author s style and literary effect. f) Describe the use of images and sounds to elicit the reader s emotions. g) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing. d) Write clear, varied sentences. e) Use specific vocabulary and information. f) Arrange paragraphs into a logical progression. g) Revise writing for clarity. h) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

2 Unit Enduring Understandings Novelists often provide insights about human experience through fictional means This novel conveys John Steinbeck s compassion for the poor and oppressed Essential Questions Is euthanasia ever justified? What truths about friendship are revealed in this novel? What does this novel teach about the need for compassion and understanding of those who are different from us? Essential Knowledge The plot and characters of the novel Steinbeck s use of foreshadowing and irony Biographical information on the author Understanding of the difference between active and passive euthanasia The poem To a Mouse by Robert Burns Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, setting, and allegory Independently write a well developed essay on a topic discussed in the unit Performance Tasks ASSESSMENT EVIDENCE Other Because Of Mice and Men is one of the most frequently challenged books according to the National Library Association, we discuss the issues that have brought it to the list. I then present the students with this imaginary situation: Parents have complained about the profanity, racism, and violence in the book. Students must make a presentation to the PTA, arguing against their charges and for the value of the book which teaches lessons about compassion. Journal students respond to a variety of prompts on the novel Test and Quizzes students are tested on literary terms, understanding of the novel, and author information

3 LEARNING ACTIVITIES Samples Tests and quizzes Review literary terms for prose journal entries on prompts relating to the novel Provide background on author, biblical allusions, and romantic view of nature Work in small groups to create a visual and oral presentation on one of the elements of the novel: character, plot, theme, irony, and setting Read the Robert Burns poem To a Mouse and discuss why Steinbeck chose his title from this poem Watch the movie featuring John Malkovich as Lennie and discuss how the director chose to interpret the novel as a film

4 UNDERSTANDING BY DESIGN All Quiet on the Western Front Standards Reading Analysis 9.3 The student will read and analyze a variety of literature. h) Identify format, text structure, and main idea. i) Identify the characteristics that distinguish literary forms. j) Use literary terms in describing and analyzing selections. k) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. l) Explain the relationship between the author s style and literary effect. m) Describe the use of images and sounds to elicit the reader s emotions. n) Explain the influence of historical context on the form, style, and point of view of a written work. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. a) Identify a position/argument to be confirmed, disproved, or modified. b) Evaluate clarity and accuracy of information. c) Synthesize information from sources and apply it in written and oral presentations. d) Identify questions not answered by a selected text. e) Extend general and specialized vocabulary through speaking, reading, and writing. f) Read and follow instructions to complete an assigned project or task.. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. i) Generate, gather, and organize ideas for writing. j) Plan and organize writing to address a specific audience and purpose. k) Communicate clearly the purpose of the writing. l) Write clear, varied sentences. m) Use specific vocabulary and information. n) Arrange paragraphs into a logical progression. o) Revise writing for clarity. p) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. f) Use parallel structures across sentences and paragraphs. g) Use appositives, main clauses, and subordinate clauses. h) Use commas and semicolons to distinguish and divide main and subordinate clauses.

5 Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. a) Define the meaning and consequences of plagiarism. b) Distinguish one s own ideas from information created or discovered by others. c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources. 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. Distinguish between reliable and questionable Internet sources and apply responsible use of technology. Unit Enduring Understandings Novelists often provide insights about human experience through fictional means Novelists often use their own experiences to create fiction This novel, which is based on the author s experience as a soldier in WWI, conveys Erich Remarque s attitudes about WWI Essential Questions Why are wars fought? Is it possible to have a war to end all wars? What are the stresses of war? How do soldiers cope with the stress of war? Essential Knowledge The plot and characters of the novel General background information on trench warfare used in WWI Biographical information on the author The meanings of most vocabulary words used in the novel Various ways that soldiers responded to the war by writing trench poetry Skills Independently read and begin to interpret the novel. Read aloud and analyze selections of trench poetry Practice writing their own war poems Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, and setting Independently write a well developed essay on a topic discussed in the unit Use primary and secondary source materials to research WWI Write short pieces for a WWI newspaper

6 Performance Tasks ASSESSMENT EVIDENCE Other Students will work in groups to create a WWI newspaper. They will individually research weapons, key battles, trench warfare, propaganda posters, the shifting western front, etc. Students will each contribute several short writings (editorials, news stories, poems, illustrations) to the newspaper. Journal students respond to a variety of prompts on the novel Reading Comprehension Test This novel was assigned as summer reading, so students should demonstrate a basic understanding of characters and plot. Test and Quizzes students are tested on literary terms, understanding of the novel, and author information LEARNING ACTIVITIES Samples Introduce Essential Questions Write daily journal entries on prompts relating to the novel Discuss Provide background on author and setting of the novel Work in small groups to create a WWI newspaper

7 UNDERSTANDING BY DESIGN Animal Farm Standards Reading 9.3 The student will read and analyze a variety of literature. o) Identify format, text structure, and main idea. p) Identify the characteristics that distinguish literary forms. q) Use literary terms in describing and analyzing selections. r) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. s) Explain the relationship between the author s style and literary effect. t) Describe the use of images and sounds to elicit the reader s emotions. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. g) Identify a position/argument to be confirmed, disproved, or modified. h) Evaluate clarity and accuracy of information. i) Synthesize information from sources and apply it in written and oral presentations. j) Identify questions not answered by a selected text. k) Extend general and specialized vocabulary through speaking, reading, and writing. l) Read and follow instructions to complete an assigned project or task. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. q) Generate, gather, and organize ideas for writing. r) Plan and organize writing to address a specific audience and purpose. s) Communicate clearly the purpose of the writing. t) Write clear, varied sentences. u) Use specific vocabulary and information. v) Arrange paragraphs into a logical progression. w) Revise writing for clarity. x) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. i) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. j) Use parallel structures across sentences and paragraphs. k) Use appositives, main clauses, and subordinate clauses. l) Use commas and semicolons to distinguish and divide main and subordinate clauses.

8 Unit Enduring Understandings Novelists often provide insights about human experience through fictional means. Novelists often use fiction to express political opinions. George Orwell expresses his disillusionment with the ideals of communism through his portrayal of animalism in this political satire. This novel is an allegory of the 1917 Russian Revolution and its aftermath. Language can be used to control thought and behavior. Essential Questions What are the ideals of communism and why are they so difficult to put into practice? What is propaganda and what are some of the common propaganda devices demonstrated in this novel? Why does Orwell use animals to convey a serious message about politics? Essential Knowledge The plot and characters of the novel General background information on the 1917 Russian Revolution Biographical information on the author The meanings of most vocabulary words used in the novel The names and definitions of several different propaganda devices Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, and setting Independently write a well developed essay on a topic discussed in the unit Create a chart which compares the characters and events in Animal Farm to the characters and events in early 20 th century Russia Performance Tasks ASSESSMENT EVIDENCE Other Students will work in groups to create propaganda posters and songs. Journal students respond to a variety of prompts on the novel Test and Quizzes students are tested on literary terms, understanding of the novel, and author information Essay students will write a literary essay on a given thematic topic

9 LEARNING ACTIVITIES Samples Introduce Essential Questions Write daily journal entries on prompts relating to the novel Discuss Provide background on author and setting of the novel Make allegorical chart showing how this novel parallels actual events and characters in history Create political cartoons and songs which demonstrate their understanding of the propaganda devices

10 UNDERSTANDING BY DESIGN Cry, the Beloved Country Standards 9.3 The student will read and analyze a variety of literature. u) Identify format, text structure, and main idea. v) Identify the characteristics that distinguish literary forms. w) Use literary terms in describing and analyzing selections. x) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. y) Explain the relationship between the author s style and literary effect. z) Describe the use of images and sounds to elicit the reader s emotions. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. y) Generate, gather, and organize ideas for writing. z) Plan and organize writing to address a specific audience and purpose. aa) Communicate clearly the purpose of the writing. bb) Write clear, varied sentences. cc) Use specific vocabulary and information. dd) Arrange paragraphs into a logical progression. ee) Revise writing for clarity. ff) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. m) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. n) Use parallel structures across sentences and paragraphs. o) Use appositives, main clauses, and subordinate clauses. p) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings The novel, Cry, the Beloved Country portrays the struggle of apartheid in twentieth century South Africa. The author provides insights into universal themes of racism, poverty, love of country, and love of fellow men Novelists are able to use their art to be social critics This novel demonstrates both the destructive power of fear and the restorative power of love Style, structure and content are related

11 A person undergoing crisis develops new insights into human experience; this process is termed initiation in literature Essential Questions How and why does Alan Paton use shifting narrative points of view? Why does the author use a three part structure to the novel? How are the two families both very similar and very different? What is the author s point in creating this irony? Why is fear such a destructive force? What does this play teach about forgiveness, love, and understanding? How is this a story of initiation for James Jarvis? Essential Knowledge Background information on apartheid in South Africa Biographical information on Alan Paton Definitions of vocabulary words used in the text Skills Dramatically read the first person narrative portions of the novel Learn and use the definitions of vocabulary words used in our translation Write an essay on one or more of the themes presented in the play Performance Tasks ASSESSMENT EVIDENCE Other Dramatic reading Argue for or against the death penalty for Absolam Kumalo Journal students respond to a variety of prompts for the novel Essay Students write an essay on one of the themes of the novel Test or Quizzes students are tested on literary terms, understanding of poems, and author information

12 LEARNING ACTIVITIES Samples Introduce background information on the author and play Read the novel at home and read parts aloud in class Discuss themes, character, setting, irony, and point of view Journal responses

13 UNDERSTANDING BY DESIGN Cyrano de Bergerac Standards Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. a) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. b) Adapt presentation techniques to fit literary form. c) Use verbal and nonverbal techniques for presentation. d) Evaluate impact of presentation. Reading Analysis 9.3 The student will read and analyze a variety of literature. aa) Identify format, text structure, and main idea. bb) Identify the characteristics that distinguish literary forms. cc) Use literary terms in describing and analyzing selections. dd) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. ee) Explain the relationship between the author s style and literary effect. ff) Describe the use of images and sounds to elicit the reader s emotions. g) Explain the influence of historical context on the form, style, and point of view of a written work. 9.5 The student will read dramatic selections. a) Identify the two basic parts of drama: staging and scripting. b) Compare and contrast the elements of character, setting, and plot in one-act plays and fulllength plays. c) Describe how stage directions help the reader understand a play s setting, mood, characters, plot, and theme. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. gg) Generate, gather, and organize ideas for writing. hh) Plan and organize writing to address a specific audience and purpose. ii) Communicate clearly the purpose of the writing. jj) Write clear, varied sentences. kk) Use specific vocabulary and information. ll) Arrange paragraphs into a logical progression. mm) Revise writing for clarity. nn) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. q) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective.

14 r) Use parallel structures across sentences and paragraphs. s) Use appositives, main clauses, and subordinate clauses. t) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings The play Cyrano de Bergerac by Edmond Rostand is based on the real character Cyrano de Bergerac, a 17 th century French writer and soldier. This play combines both elements of tragedy and comedy; therefore, it is an interesting example of comic-tragedy. The author provides insights into universal themes of insecurity, pride, love, and friendship This play is translated from French; translators must make tough decisions about language when translating literature that is poetic in nature Essential Questions How does language play an important role in this drama? In what way is Cyrano a hero? How does this play combine elements of comedy and tragedy? What does this play teach about insecurity, pride, love and friendship? Essential Knowledge The definitions of common drama terms Biographical information on Edmond Rostand and Cyrano de Bergerac Definitions of vocabulary words used in the text Skills Dramatically read portions of the play Learn and use the definitions of vocabulary words used in our translation Write an essay on one or more of the themes presented in the play Performance Tasks ASSESSMENT EVIDENCE Other Dramatic reading Journal students respond to a variety of prompts for the play Test or Quizzes students are tested on literary terms, understanding of poems, and author information

15 LEARNING ACTIVITIES Samples Introduce background information on the author and play Review definitions of drama terms Read the play at home and read parts aloud in class Discuss themes that are common to all three plays in the drama unit Journal responses Class discussions

16 UNDERSTANDING BY DESIGN Lord of the Flies Standards Reading 9.2 The student will make planned oral presentations. g) Include definitions to increase clarity. h) Use relevant details to support main ideas. i) Illustrate main ideas through anecdotes and examples. j) Cite information sources. k) Make impromptu responses to questions about presentation. l) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 9.3 The student will read and analyze a variety of literature. gg) Identify format, text structure, and main idea. hh) Identify the characteristics that distinguish literary forms. ii) Use literary terms in describing and analyzing selections. jj) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. kk) Explain the relationship between the author s style and literary effect. ll) Describe the use of images and sounds to elicit the reader s emotions. mm) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. oo) Generate, gather, and organize ideas for writing. pp) Plan and organize writing to address a specific audience and purpose. qq) Communicate clearly the purpose of the writing. rr) Write clear, varied sentences. ss) Use specific vocabulary and information. tt) Arrange paragraphs into a logical progression. uu) Revise writing for clarity. vv) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. u) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. v) Use parallel structures across sentences and paragraphs. w) Use appositives, main clauses, and subordinate clauses. x) Use commas and semicolons to distinguish and divide main and subordinate clauses.

17 Unit Enduring Understandings Novelists often provide insights about human experience through fictional means. This novel conveys William Golding s attitudes about government and the nature of good and evil. Setting is sometimes essential to plot because it can create conflict and motivate characters. Symbols are powerful ways to convey meaning. Essential Questions What are the qualities of a good leader? Does society corrupt the individual? Would living closer to nature make us more pure at heart? What is the nature of good and evil? Do we all have the potential to do great good and evil? William Golding wrote this: the shape of society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable. What do you think he means by ethical nature? What do you think is the most significant symbol in the novel? Why are symbols powerful ways to convey meaning? What ironies are apparent this novel? Why is it important to recognize irony in literature and in real life? Why do you think this novel was seminal in the nomination of Golding as a Nobel Prize winner? Essential Knowledge The plot and characters of the novel Lord of the Flies Definitions of vocabulary words Various stylistic techniques that William Golding employed (symbolism, irony, vivid description, allegory, allusion) Biographical information on the author Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, setting, and allegory Independently write a well developed essay on a topic discussed in the unit Plan and deliver a group presentation Performance Tasks What makes a good leader? In small groups, you will come up with a list of criteria and rationale for a good leader. We will compare the criteria and attempt to rank them, engaging in a discussion of essential leadership traits. ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts on the novel Reading Comprehension Test This novel is assigned as summer reading, so students should demonstrate a basic understanding of characters and plot. Test and Quizzes students are tested on literary terms, understanding of the novel, and author information

18 LEARNING ACTIVITIES Samples Test students on initial reading Introduce Essential Questions Explain any new literary terms (allegory, allusion) Write daily journal entries on prompts relating to the novel Provide background on author, biblical allusions, and romantic view of nature Work in small groups to create a visual and oral presentation on one of the elements of the novel: character, plot, theme, irony, symbol, and setting

19 UNDERSTANDING BY DESIGN Nonfiction Standards 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. m) Identify a position/argument to be confirmed, disproved, or modified. n) Evaluate clarity and accuracy of information. o) Synthesize information from sources and apply it in written and oral presentations. p) Identify questions not answered by a selected text. q) Extend general and specialized vocabulary through speaking, reading, and writing. r) Read and follow instructions to complete an assigned project or task. 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. ww) Generate, gather, and organize ideas for writing. xx) Plan and organize writing to address a specific audience and purpose. yy) Communicate clearly the purpose of the writing. zz) Write clear, varied sentences. aaa) Use specific vocabulary and information. bbb) Arrange paragraphs into a logical progression. ccc) Revise writing for clarity. ddd) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. y) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. z) Use parallel structures across sentences and paragraphs. aa) Use appositives, main clauses, and subordinate clauses. bb) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings There are various rhetorical patterns used for writing essays. Writers vary their style depending on purpose and audience. Writers use a variety of stylistic techniques to engage and persuade the reader Nonfiction as a genre is different from the short story genre in several ways

20 What are the different purposes for writing? How does audience determine an author s tone? What are the different means of persuasion? Essential Questions Essential Knowledge The definitions of common rhetorical patterns for essays Skills Identify characteristics of modern and traditional short stories Write a thematic essay on a given topic for one or more of the short stories discussed in class. Articulate ways in which the biographical information on Edgar Allan Poe can enhance our understanding of his short stories. Discuss a variety of short stories by creating and answering interpretive questions ASSESSMENT EVIDENCE Performance Tasks Other Other Evidence: Newsweek magazine sponsors a personal essay contest each year for high school students. Students review the rules for the Journal students respond to a variety of prompts for the essays we read throughout the unit contest, read several award winning essays from past years, discuss and evaluate the essays. Students write two drafts of two personal essays and bring them to class for peer review. After receiving peer feedback, students revise one of the essays. Submission to the contest is optional Test or quizzes students are tested on literary terms and understanding of essays LEARNING ACTIVITIES Samples Distribute list of literary terms for nonfiction; review definitions Read a variety of essays, and write in journals Write a personal essay that fulfills the requirements of My Turn Newsweek Contest

21 UNDERSTANDING BY DESIGN Poetry Standards Oral 9.1 The student will plan, present, and critique dramatic readings of literary selections. e) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. f) Adapt presentation techniques to fit literary form. g) Use verbal and nonverbal techniques for presentation. h) Evaluate impact of presentation. Reading 9.3 The student will read and analyze a variety of literature. nn) Identify format, text structure, and main idea. oo) Identify the characteristics that distinguish literary forms. pp) Use literary terms in describing and analyzing selections. qq) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. rr) Explain the relationship between the author s style and literary effect. ss) Describe the use of images and sounds to elicit the reader s emotions. tt) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. eee) Generate, gather, and organize ideas for writing. fff) Plan and organize writing to address a specific audience and purpose. ggg) Communicate clearly the purpose of the writing. hhh) Write clear, varied sentences. iii) Use specific vocabulary and information. jjj) Arrange paragraphs into a logical progression. kkk) Revise writing for clarity. lll) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. cc) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. dd) Use parallel structures across sentences and paragraphs. ee) Use appositives, main clauses, and subordinate clauses. ff) Use commas and semicolons to distinguish and divide main and subordinate clauses.

22 Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. d) Define the meaning and consequences of plagiarism. e) Distinguish one s own ideas from information created or discovered by others. f) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources. Unit Enduring Understandings Poetry is different from prose in several significant ways Form is an important feature of poetry and usually enhances its meaning Stylistic features of individual poems can help us connect the poem to a certain period, culture, or poet Essential Questions What makes a piece of writing a poem? How does the structure of a poem relate to its meaning? Why read or write poetry? Essential Knowledge The definitions of common poetry terms The styles of three or four poets from different time periods Biographical information and common themes/style of one poet selected by the student for research Skills Correctly identify approximately 20 literary devices in a song of their choice and write a short composition which discusses the meaning and structure memorize and recite a poem, using tone to convey the meaning and structure identify characteristics of modern and traditional poems write a 4-5 page research paper which includes information of the selected poet and the themes of three or four poems correctly use and cite secondary source information in MLA styl3

23 Performance Tasks ASSESSMENT EVIDENCE Other Students will analyze the form and content of a song. They will identify and mark 15 different literary devices in the song. Students will choose a poet, research the poet s life and work, and write a research paper based on what they have learned. Students will memorize and present a dramatic recitation for the class one of the poems written by the poet they researched. Journal students respond to a variety of prompts for the poems we read throughout the unit Test or Quizzes students are tested on literary terms, understanding of poems, and author information Students commit a poem to memory and recite it for the class LEARNING ACTIVITIES Samples Introduce Essential Questions as well as the two major tasks and rubric Distribute list of literary terms; review definitions Read a variety of poems, discuss them, and write in journals Go to library to select poet and learn how to use library resources Practice reading poetry aloud, paying attention to structure and tone Practice song analysis on All Star by Smashmouth or other song of teacher s choice Review MLA format Write poetry in small groups or individually that mimics the style or makes use of the devices we have learned (sonnet form, rhyme scheme, chorus)

24 UNDERSTANDING BY DESIGN Honors 9: Pride and Prejudice Standards Reading Analysis 9.3 The student will read and analyze a variety of literature. uu) Identify format, text structure, and main idea. vv) Identify the characteristics that distinguish literary forms. ww) Use literary terms in describing and analyzing selections. xx) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. yy) Explain the relationship between the author s style and literary effect. zz) Describe the use of images and sounds to elicit the reader s emotions. aaa) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. mmm) Generate, gather, and organize ideas for writing. nnn) Plan and organize writing to address a specific audience and purpose. ooo) Communicate clearly the purpose of the writing. ppp) Write clear, varied sentences. qqq) Use specific vocabulary and information. rrr) Arrange paragraphs into a logical progression. sss) Revise writing for clarity. ttt) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. gg) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. hh) Use parallel structures across sentences and paragraphs. ii) Use appositives, main clauses, and subordinate clauses. jj) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings The author provides insights into the universal theme of marriage. Novelists are able to use their art to be social critics. The novel is a satire of several customs of 18 th century England, such as marriage, class structure, and the emphasis on money. Style, structure and content are related.

25 Essential Questions What makes a good marriage? How have customs of dating and engagement changed from those into Austen s 18 th century England to our 21 st century America? How important is money to happiness? Is Jane Austen s famous opening sentence still correct? Essential Knowledge The plot and characters of the novel Definition of satire Definitions of vocabulary words and antiquated expressions Austen s culture was more formal than the one in which we live, and her novel reveals this formality in several ways: language, plot, and description of character Biographical information on the author The author uses several letters in the novel to convey characters personalities Formal letter writing was a common form of communication in Austen s time Understand the distinction between verbal, situational, and dramatic irony The diction of literature was more formal in Austen s time Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, setting Independently write a well developed essay on a topic discussed in the unit Analyze Austen s diction (word choice and word order) in order to write a letter in her style. Performance Tasks ASSESSMENT EVIDENCE Other Imagine that you live in Jane Austen s time. Instead of communicating with a friend by or phone, you will write a letter. Make your letter sound like Austen by using her sentence structure, expressions, and vocabulary. Exchange letters with a classmate and write a response. Journal students respond to a variety of prompts on the novel Reading Comprehension Test This novel is assigned as summer reading, so students should demonstrate a basic understanding of characters and plot. Test and Quizzes students are tested on literary terms, understanding of the novel, and author information

26 LEARNING ACTIVITIES Samples Introduce Essential Questions Write daily journal entries on prompts relating to the novel Discuss Provide background on author and setting of the novel Create a chart of different types of irony with examples from the novel Watch portions of the Bride and Prejudice (Bollywood film) and discuss this modern comic adaptation of Austen s characters and themes

27 UNDERSTANDING BY DESIGN Short Story Unit Standards Reading Analysis 9.3 The student will read and analyze a variety of literature. bbb) Identify format, text structure, and main idea. ccc) Identify the characteristics that distinguish literary forms. ddd) Use literary terms in describing and analyzing selections. eee) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. fff) Explain the relationship between the author s style and literary effect. ggg) Describe the use of images and sounds to elicit the reader s emotions. hhh) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. uuu) Generate, gather, and organize ideas for writing. vvv) Plan and organize writing to address a specific audience and purpose. www) Communicate clearly the purpose of the writing. xxx) Write clear, varied sentences. yyy) Use specific vocabulary and information. zzz) Arrange paragraphs into a logical progression. aaaa) Revise writing for clarity. bbbb) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. kk) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. ll) Use parallel structures across sentences and paragraphs. mm) Use appositives, main clauses, and subordinate clauses. nn) Use commas and semicolons to distinguish and divide main and subordinate clauses.

28 Unit Enduring Understandings A short story differs from a novel in that it generally has one main conflict and a limited number of characters The majority of short stories contain these four elements: plot, characters, theme, and setting The plot structure of most short stories contains these elements: exposition, conflict, rising action, climax, and falling action Literary devices such as irony and figurative language can enhance the meaning of the story Many stories can be interpreted on more than the literal level Writers use a variety of stylistic techniques to engage and persuade the reader Essential Questions What is the relationship between fiction and reality? How has the form of the short story evolved over the past century? What are the characteristics of Edgar Allan Poe s short stories? Why read or write short stories? Essential Knowledge The definitions of common literary terms essential to one s understanding and discussion of short stories The definitions of vocabulary words essential to understanding Biographical information and common themes/style of Edgar Allan Poe, who is a featured writer in the English 9 anthology. The meaning of biographical criticism and how it is just one means of interpreting fiction The rules of Shared Inquiry as set forth by the Junior Great Books Foundation The difference between factual, evaluative, and interpretive questions Skills Identify characteristics of modern and traditional short stories Write a thematic essay on a given topic for one or more of the short stories discussed in class. Articulate ways in which the biographical information on Edgar Allan Poe can enhance our understanding of his short stories. Discuss a variety of short stories by creating and answering interpretive questions

29 Performance Tasks Students will write the opening to a short story using at least 10 of the literary devices we studied in this unit. Students will practice peer review by reading and giving feedback on the short story project to peers ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts for the stories we read throughout the unit Test or quizzes students are tested on literary terms, understanding of short stories, and biographical information on Edgar Allan Poe LEARNING ACTIVITIES Samples Introduce the rules of Shared Inquiry Distribute list of literary terms; review definitions Read a variety of short stories, discuss them, and write in journals Write the opening to a short story and bring it in for peer review

30 UNDERSTANDING BY DESIGN The Crucible Standards Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. i) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. j) Adapt presentation techniques to fit literary form. k) Use verbal and nonverbal techniques for presentation. l) Evaluate impact of presentation. 9.2 The student will make planned oral presentations. m) Include definitions to increase clarity. n) Use relevant details to support main ideas. o) Illustrate main ideas through anecdotes and examples. p) Cite information sources. q) Make impromptu responses to questions about presentation. r) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading Analysis 9.3 The student will read and analyze a variety of literature. iii) Identify format, text structure, and main idea. jjj) Identify the characteristics that distinguish literary forms. kkk) Use literary terms in describing and analyzing selections. lll) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. mmm) Explain the relationship between the author s style and literary effect. nnn) Describe the use of images and sounds to elicit the reader s emotions. ooo) Explain the influence of historical context on the form, style, and point of view of a written work. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. s) Identify a position/argument to be confirmed, disproved, or modified. t) Evaluate clarity and accuracy of information. u) Synthesize information from sources and apply it in written and oral presentations. v) Identify questions not answered by a selected text. w) Extend general and specialized vocabulary through speaking, reading, and writing. x) Read and follow instructions to complete an assigned project or task. 9.5 The student will read dramatic selections. d) Identify the two basic parts of drama: staging and scripting. e) Compare and contrast the elements of character, setting, and plot in one-act plays and fulllength plays. f) Describe how stage directions help the reader understand a play s setting, mood, characters, plot, and theme.

31 Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. cccc) Generate, gather, and organize ideas for writing. dddd) Plan and organize writing to address a specific audience and purpose. eeee) Communicate clearly the purpose of the writing. ffff) Write clear, varied sentences. gggg) Use specific vocabulary and information. hhhh) Arrange paragraphs into a logical progression. iiii) Revise writing for clarity. jjjj) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. oo) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. pp) Use parallel structures across sentences and paragraphs. qq) Use appositives, main clauses, and subordinate clauses. rr) Use commas and semicolons to distinguish and divide main and subordinate clauses. Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. g) Define the meaning and consequences of plagiarism. h) Distinguish one s own ideas from information created or discovered by others. i) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources. 9.9 The student will use print, electronic databases, and online resources to access information. d) Identify key terms specific to research tools and processes. e) Narrow the focus of a search. f) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. Unit Enduring Understandings The Crucible is an example of historical fiction because the author based his play on his research of the Salem Witch Trials of the 17 th century, but made significant changes with regard to certain characters ages and motivations. McCarthyism in America influenced the author to research and write this play. The social milieu can be a strong influence on the decisions that individuals make; our understanding of this milieu can help us to understand the motivations and actions of others. The author, Arthur Miller, presents important insights about honesty, pride, prejudice, religion, authority, and the role of the individual in a group. Essential Questions

32 Why and how did the author choose to fictionalize the events of the Salem Trials? In what way is John Proctor a hero? How does the setting of each act contribute to the mood? What does this play teach about the individual in conflict with society? Could something similar to this happen in the United States today? Essential Knowledge The definitions of common drama terms Biographical information on Arthur Miller and his times Background information on The Salem Witch Trials and The McCarthy Era Skills Use both primary and secondary source material to learn and write about the real people and events of the Salem Witch Trials. Dramatically read portions of the play Write an essay on one or more of the themes presented in the play correctly use and cite secondary source information in MLA style Performance Tasks Research the primary source documents to learn more about a given individual Use the research to write and present a short speech from the grave from the point of view of one individual from the actual Salem Witch Trials. ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts for the play Test or Quizzes students are tested on literary terms, understanding of poems, and author information Essay - Students write an essay on one of themes of the play. LEARNING ACTIVITIES Samples Introduce background information on the play and author Review definitions of drama terms Read the play both at home and dramatically in class. Go to computer lab research an individual involved in the Salem Witch Trials Review MLA format and write up research notes Write Speaking From the Grave and present to the class Journal responses Class discussions Essay Watch video of The Crucible and discuss director s interpretation of the play

33 UNDERSTANDING BY DESIGN Twelfth Night Standards Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. m) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. n) Adapt presentation techniques to fit literary form. o) Use verbal and nonverbal techniques for presentation. p) Evaluate impact of presentation. 9.2 The student will make planned oral presentations. s) Include definitions to increase clarity. t) Use relevant details to support main ideas. u) Illustrate main ideas through anecdotes and examples. v) Cite information sources. w) Make impromptu responses to questions about presentation. x) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading Analysis 9.3 The student will read and analyze a variety of literature. ppp) Identify format, text structure, and main idea. qqq) Identify the characteristics that distinguish literary forms. rrr) Use literary terms in describing and analyzing selections. sss) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. ttt) Explain the relationship between the author s style and literary effect. uuu) Describe the use of images and sounds to elicit the reader s emotions. vvv) Explain the influence of historical context on the form, style, and point of view of a written work. 9.5 The student will read dramatic selections. g) Identify the two basic parts of drama: staging and scripting. h) Compare and contrast the elements of character, setting, and plot in one-act plays and fulllength plays. i) Describe how stage directions help the reader understand a play s setting, mood, characters, plot, and theme.