Groton Public Schools Curriculum Map

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1 Groton Public Schools Curriculum Map INTRODUCTION Course Title: Horror Literature Curriculum Area and Grade: Language Arts/ Grades Course Purpose: Recognize and appreciate the importance of the genre of horror literature. Can we expand this? Introduce students to the genre of horror literature through an exploration of its origins to its modern day interpretations FHS Student Learning Expectation(s): Major Learning Goals and Understandings: SE1 Apply effective analysis, synthesis, and evaluative processes that enable productive problem solving. SE2 Communicate information clearly and effectively using a variety of tools/media in varied contexts and for a variety of purposes. SE3 Work independently and collaboratively to solve problems and accomplish goals. SE4 Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks. SE5 Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions. SE6 Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior. 21 st Century Learning Expectation(s): (see attached: P21 Framework: ) 1. Learning and Innovation Skills 2. Core subjects and 21st Century Themes 3. Information, Media and Technology Skills

2 Units/Theme/Concept and # of Weeks Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks 1. An Intro to Horror and the Psychology of the Horror Story 3. Zombies, Vampires, and Werewolves Oh My! Mappers/Authors: Amy Frayne Date Approved: August Masters of Horror 4. Monsters of the Mind Grade: Unit 1: Introduction to Horror and the Psychology of the Horror Story Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4 weeks Common Core State Standards Reading Standards for Literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 3. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Provide a concluding statement or section that follows from and supports the argument presented

3 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Speaking and Listening Standards Draw evidence from literary or informational texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

4 d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards The students will know: 1. The characteristics of the Horror Literature genre. 2. The origins of horror literature 3. The psychology behind the horror story 4. How to identify the influences of the horror genre in modern culture 5. Prominent authors in horror literature Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: 1. Identify and discuss the characteristics of Horror Literature (through an analytical paper?) Need to address the assessment here. 2. Evaluate whether a story or work of art fits the criteria for the horror genre. 3. Identify horror influences in modern culture through a presentation Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels of Bloom s Taxonomy will be addressed in a recursive manner.

5 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions Why do we like to be scared? What does our fascination with horror say about our culture? How is fear a limiting and motivating factor? Part 3 Common Unit Assessments 1. Two to three page formal written analysis of a horror story. 2. Oral presentation, with a visual element, of horror elements as found in modern culture (i.e. television, media, video games, songs, stories, artwork, etc.).

6 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Small group activities 3. Socratic seminars 4. Multi-media presentations 5. Common Formative Assessments (CFA) 6. Self-Assessment 7. Oral Presentations 8. Quizzes and exams 9. Class Discussion 10. In-class reading of texts 11. In-class film viewing Part 5-Teacher Notes Selection of horror short stories from a variety of authors to introduce students to the genre Horror Fiction: An introduction (available on Amazon.com)

7 Unit 2: Masters of Horror Grade: Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4-5 weeks Common Core State Standards Common Core State Standards Reading Standards for Literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

8 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Speaking and Listening Standards Draw evidence from literary or informational texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards

9 The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The classic authors of the horror literature genre 2. Characteristics of classic horror literature and film 3. How to identify a classic horror work 1. Identify a work as a classic horror piece based on the characteristics of a classic work 2. Write an analysis of a classic horror work 3. Explain why a particular work is considered a classic 4. Compare and contrast a classic work to a contemporary work All levels of Bloom s Taxonomy will be addressed in a recursive manner

10 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions What makes a classic a classic? Why do we like to be scared? What does our fascination with horror say about our culture? How is fear a limiting and motivating factor? Part 3 Common Unit Assessments Students will identify a work that is considered a classic in the horror genre and explain how it fits the criteria, either through a written document or visual presentation. Students will present their work to the class.

11 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Small group activities 3. Socratic seminars 4. Multi-media presentations 5. Common Formative Assessments (CFA) 6. Self-Assessment 7. Oral Presentations 8. Quizzes and exams 9. Class Discussion 10. In-class reading of texts 11. In-class film viewing Part 5-Teacher Notes Selected short stories by Edgar Allen Poe and Stephen King (from The Night Shift) Excerpts from Bram Stoker s Dracula, Mary Shelley s Frankenstein Non-fiction articles about these authors Alfred Hitchcock s Psycho, George Romero s Night of the Living Dead, Stephen King s The Shining 0edgar_allen_poe.htm

12 Grade: Subject: Language Arts Unit 3: Zombies, Werewolves, and Vampires Oh My! Course: Horror Literature Length of Unit: (# of weeks) 4-5 Common Core State Standards Reading Standards for Literature Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Writing Standards Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Speaking and Listening Standards Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions

13 on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks Supporting Standards Connecticut State Standards The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The origins of vampire, zombie, and werewolf myths 2. How the myths have evolved into modern day interpretations 3. Modern culture interpretations of these myths 4. Who the prominent authors are of both classic and modern day myths 5. Why humans are so fascinated by these myths 1. Explain how the myths of vampires, zombies, and werewolves have evolved over time. 2. Identify both modern and classic authors of these works 3. Explain why people are fascinated by these myths 4. Analyze and compare a variety of myth interpretations All levels of Bloom s Taxonomy will be addressed in a recursive manner

14 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions Why are we so fascinated by vampires, zombies, and werewolves? Why has there been a resurgence of interest in popular culture? What are the origins of the myths? Part 3 Common Unit Assessments Students will generate a comparison of an early myth interpretation and modern day interpretation. This may take the form of an oral presentation that combines visual and written components; may be a written analysis of 3-4 pages; may be a visual presentation

15 Part 4 Common/Assured Learning Experiences 1. Daily journals 2. Current events articles 3. Small group activities 4. Socratic seminars 5. Multi-media presentations 6. Common Formative Assessments (CFA) 7. Self-Assessment 8. Oral Presentations 9. Quizzes and exams 10. Class Discussion 11. In-class reading of texts 12. In-class film viewing 13. Current events articles exploring concepts in current pop culture Part 5-Teacher Notes Excerpts from Bram Stoker s Dracula Viewing clips from American Werewolf in London, Twilight, The Walking Dead, Interview with the Vampire Excerpts from World War Z Excerpts from Interview with the Vampire Information regarding local vampire folklore, i.e., Jewett City vampires

16 Unit 4: Monsters of the Mind Grade: Subject: Language Arts Course: Horror Literature Length of Unit: (# of weeks) 4-5 Common Core State Standards Reading Standards Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Writing Standards Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Speaking and Listening Standards Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions

17 on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Supporting Standards Connecticut State Standards The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering 1. The difference between a traditional horror story and a psychological thriller. 2. The definition and characteristics of a psychological thriller 3. How psychological terror is different than physical terror 4. Artistic interpretations from this genre. 1. Evaluate and analyze a story to determine whether it is a psychological thriller or traditional horror story 2. Identify the characteristics of a psychological thriller 3. Analyze a work of art to determine if it fits the criteria of a psychological thriller All levels of Bloom s Taxonomy will be addressed in a recursive manner

18 Big Idea and Essential Questions Big Idea People will seek out opportunities to experience fear. Fear is an integral component of the human psyche Through movies and reading we re able to see/experience fear in a way that s different from our normal lives Essential Questions What are the different types of fear? Why do we like reading/viewing psychological thrillers? What are the psychological and physical ramifications of fear? Why do we seek out fear-inducing situations? Why do we crave fear? How does fear motivate us? What acts in life horrify us? Part 3 Common Unit Assessments Final assessment options for the course (to commence at end of this Monsters of the Mind Unit): Autopsy of a Horror Story- Students will select a story and dissect it in terms of the criteria established throughout the course (4-5 pg) Film Pitch- Students will come up with a horror or psychological film idea and develop it into a film pitch. Students will also submit a breakdown of how their film concept meets the criteria of a horror film. Writing your own- Students will write their own horror story. Students will also submit a breakdown of how the story meets the criteria.

19 1. Daily journals 2. Current events articles 3. Small group activities 4. Socratic seminars 5. Multi-media presentations 6. Common Formative Assessments (CFA) 7. Self-Assessment 8. Oral Presentations 9. Quizzes and exams 10. Class Discussion 11. In-class reading of texts 12. In-class film viewing 13. Current events articles exploring concepts in current pop culture Part 4 Common/Assured Learning Experiences Part 5-Teacher Notes Stephen King s novels The Shining and Misery Alfred Hitchcock s Pyscho Psychology research regarding why humans like to be scared Film clips: War of the Worlds, The Village, Jaws Examples of art work from Salvador Dali, Goya Music clips

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