Unit 1. We are learning to recognize different text forms, features, and stylistic elements and demonstrate how they communicate meaning

Transcription

1 Unit 1 Learning Goals We are learning to recognize different text forms, features, and stylistic elements and demonstrate how they communicate meaning Success Criteria I can identify the following literary devices and explain how they create meaning in poetry and prose: Personification Hyperbole Onomatopoeia Oxymoron Paradox Assonance Consonance Euphony Alliteration Simile Metaphor I can identify the following stylistic elements and explain how they create meaning in poetry and prose: Parallel structure Climactic order Polysyndetic construction Asyndetic construction Chiasmus Rhetorical question I can identify the following rhetorical strategies and use them to develop an argument: Logos Pathos Ethos We are learning to edit, proofread, and use knowledge of conventions to correct errors and present work effectively We are learning to write an effective personal essay I can use the following pieces of punctuation correctly to create emphasis: Colon Semi-colon Dash Ellipsis Parenthesis I can use keyhole structure which includes o An introduction with: An effective hook

2 A general introduction that gradually becomes more specific then leads to the thesis Thesis o Body paragraphs (at least three) Organize the paragraphs in terms of time, space, or order of importance Use climactic order within paragraphs so each paragraph ends strongly have a transitional tag to ensure coherence reflect the thesis. Within each paragraph, use a literary device that creates emphasis Within each paragraph ensure that there is unity and coherence The concluding sentence connects to the topic sentence o Concluding paragraph Re-state thesis Summarize body Universal application (this may or may not connect to the hook) use active voice eliminate weak verbs use proofreading and editing strategies to eliminate errors in spelling, grammar, and punctuation Mini lessons on: rhetoric, literary devices, punctuation, essay structure, descriptive writing, unity and coherence, emphasis, active voice vs passive voice.

3 Unit 2 Learning Goals We are learning to analyze fiction using archetypal patterns such as the hero, and the quest pattern, and phases of tragedy We are learning to apply a variety of reading strategies to understand fiction We are learning to use effective research strategies and cite our research using MLA format Success Criteria I can identify and explain Northrop Frye s phases of tragedy and use them to analyse a work of literature (The Great Gatsby or The Kite Runner) I can identify the features of the tragic hero and use them to analyze a character in a work of literature (The Great Gatsby or The Kite Runner) I can identify the different elements of the quest pattern and explain how an author uses this to structure a narrative in work of literature (The Great Gatsby or The Kite Runner) I can identify the theme of a novel and trace its development I can identify and explain how different literary devices (see unit 1) enhance meaning I can make connections between The Great Gatsby or The Kite Runner and my own life as well as the world around me. I can use the school databases and advanced Google search strategies to find relevant and reliable material for research I can use EasyBib (or a similar tool) to keep track of my research notes I can use parenthetical citations in MLA format in my writing I have a variety of strategies for figuring out how to find information that I need We are learning to present an effective seminar to the class I can use keyhole structure to effectively organize a presentation I can prepare a works cited page for my seminar that includes at least 4 relevant secondary sources I can use multimedia elements to enhance my presentation o Slides have unity and coherence o Slides use images that are creative commons licensed and referenced appropriately

4 o Slides enhance the presentation rather than stand in for the presentation I can speak clearly and with expression, making eye contact with the audience I can present without reading from my notes Literature circle meetings, lesson on research strategies, effective slide presentations

5 Unit 3 Learning Goals We are learning to analyze and evaluate a more complex text like William Shakespeare s Othello We are learning to demonstrate our understanding of a complex text like Othello through a dramatization. We are learning to write a formal literary essay Success Criteria I can use a variety of reading strategies to make meaning from the text I can identify the main characters, plot, and themes in Othello I can draw conclusions about the play and use specific evidence from the text to support those conclusions. I can identify and explain the use of literary devices especially symbolism (see unit 1) in Othello I can classify Othello as a tragedy using archetypal theory I can read critically, reading between the lines of the text to make inferences that are not obvious upon first reading I can identify bias in the text and critically evaluate the missing voices in the text I can make connections between Othello and other texts I ve read I can recite a selection of text from memory with clarity and expression I can demonstrate an understanding of text through my body language, movement and position on stage I can communicate my understanding of the text through costume and set choices I can use keyhole structure which includes o An introduction with: An effective hook A general introduction that gradually becomes more specific then leads to the thesis Thesis o Body paragraphs (at least three) Organize the paragraphs in terms of time, space, or order of importance Use climactic order within paragraphs so each paragraph ends strongly

6 have a transitional tag to ensure coherence reflect the thesis. Within each paragraph, use a literary device that creates emphasis Within each paragraph ensure that there is unity and coherence The concluding sentence connects to the topic sentence o Concluding paragraph Re-state thesis Summarize body Universal application (this may or may not connect to the hook) use active voice eliminate weak verbs use proofreading and editing strategies to eliminate errors in spelling, grammar, and punctuation format quotations from Shakespeare accurately in MLA format