12th Grade English/Language ArtsThird Six Weeks: Week 1 - 2Writer: Lacy Starnes/Evelyn Gilmore-Smith

TEKS: 1A, 2C, 5A, 5D, 9A,9C, 20A, 21A, 22A, 23A, 24A, 25A, 19B, 23B, 24B,

Objective:The student will be able to:

Analyze textual context to draw conclusions about the nuance in word meanings. Relate the characters, setting, and theme of a literary work to the historical, social, and economic

ideas of its time. Analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks,

suspense) function and advance the action in a work of fiction. Demonstrate familiarity with works of fiction by British authors from each major literary period. Summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements

without taking a position or expressing an opinion. Make and defend subtle inferences and complex conclusions about the ideas in text and their

organizational patterns Students are introduced to the Research Process Students apply the Research Process Students are given a topic and must formulate research questions for a research proposal

Overview: Students will be asked to comprehend structure and elements of literary genre: narrative.During the first two weeks of this six weeks, they will make connections across the texts, using ideas in one text to help understand the ideas of other texts. The will be asked to create images that illustrate moral ideals and help readers better understand what we view as good character.During this six weeks they will use the writing process to compose narratives, literary analysis essays, and research reports. After close reading the Anglo-Saxon piece Beowulf, students should now be prepared to the answer how culture shapes the hero. Since they have been given their topic, it will now be time to begin the research process:

Students must formulate questions to address their topic Implement a plan for engaging in-depth research Plan to gather evidence from experts on the topic

Not only will students be discussing the Anglo-Saxon culture/Beowulf, they will also need to choose a modern hero that, in their view, reflects that of modern culture:

Students must formulate questions to address both old and new culture and their respective heroes

Implement a plan on how to present and connect this information Plan and provide effective evidence to support their views

The instructional team must decide if they wish to develop a list of research ideas, have the students develop their research idea and have it approved, or use the suggested research idea given.

Essential Questions:How does culture shape the hero?What are some guiding questions to help me find this answer?What is considered credible when searching and citing research?

Suggested Lesson Ideas:“from Sir Gawain and the Green Knight”

1. Introduce and administer Vocabulary Warm-ups.2. Introduce Literary Analysis concept: Medieval Romance and Reading Skill: Summarizing.3. Build background knowledge with the author and Background features and the Essential Question.4. Distribute and utilize Graphic Organizer for Reading Skill and Literary Analysis.5. Read to Get the Gist of Sir Gawain and the Green Knight6. Connect and Engage: Consider having students in small groups act out an assigned skit designed to help students

make connections to Medieval romance.7. After students act out their skit, have groups further explain their interpretation, focusing on how their character’s

morals were tested or questioned.8. Students can reflect on this activity by writing about what they have further learned about living a moral life.9. Students can also build upon background knowledge of the hero archetype by discussing and listing characteristics

of literary heroes they have read about in the past. For example, Odysseus and Beowulf are good examples for their comparisons because they are epic heroes. Students should find that Sir Gawain is also romantic.

10. Students can view a list of terms related to the Arthurian legend such as Camelot, Excalibur, Avalon, Guinevere, Merlin, Holy Grail, etc. Students can compete or collaborate as a class by taking turns giving information about each of the terms. Terms that are infrequently addressed can become topics for inquiry.

11. Students should look for similarities and differences between Gawain as a hero with other literary heroes when they read, paying particular attentions to the chivalry within King Arthur’s court.

12. Begin reading the text orally, asking gist questions such as: Where is the action taking place? Who are some of the characters? What are some of the physical descriptions of the characters? What is happening?

13. Students can finish the first read alone or in pairs. Encourage text coding to promote self-monitoring of comprehension. Because this is such a descriptive text, also encourage students to pay close attention to character,

setting, and object descriptions.14. Students should read for significance and look for descriptions of the characters that seem important to their

personalities. 15. Ask students to respond to a text-specific interpretive question (open-ended question with multiple possible

responses that can be supported with text evidence). Some possible questions include: Why is the Green Knight green? What do Gawain’s adventures reveal about knightly virtues?

16. Use the Reading Check questions to confirm comprehension.17. After reading assess comprehension and mastery using Critical Reading, Literary Analysis, and Reading Skill.18. Have the students complete the Writing Lesson, writing an interior monologue.19. Administer Selection Test.

“from Morte d’ Arthur’1. Introduce and administer Vocabulary Warm-ups.2. Introduce Literary Analysis concept: Medieval Romance and Reading Skill: Summarizing.3. Build background knowledge with the author and Background features and the Essential Question.4. Distribute and utilize Graphic Organizer for Reading Skill and Literary Analysis.5. Consider having students do a QuickWrite about the ethics or codes of life that they, as Americans live by and for

which they are willing to die.6. Read to get the gist of Morte d’ Arthur.7. Both Sir Gawain and the Green Knight and Morte d’Arthur are rich with symbolism. Consider doing an activity that

reinforces the students’ ability to recognize and interpret symbols in reading. 8. Begin reading the text orally, asking gist questions such as: Who are the characters? What do you know about them?

What is the setting? What happens?9. As students continue reading the story, have them pay close attention to objects, colors, or names that appear

symbolic.10. Have students re-read the text to look for moments that seem important to the text; this could be a moment that

appears particularly symbolic or just one that appears important to the general plot of the story. For example: “And the King thought there was under him, far from him, an hideous deep black water, and therein was all manner of serpents, and worms, and wild beasts, foul and horrible.” The vision described in this line creates an image of doom with symbols such as “black water,” “serpents,” and “worms.”

11. Encourage students to share with the class.12. Ask students to respond to a text-specific interpretive question (open-ended question with multiple possible

responses that can be supported with text evidence). Some possible questions include: Why do you believe Sir Bedivere twice tried to hide King Arthur’s sword? What is the significance of the sword? Write and discuss a model response to set clear expectations.

13. To support students in further analysis of symbolism, discuss a question such as, What is the significance of Arthur’s dream?

14. Use the Reading Check questions to confirm comprehension.15. After reading assess comprehension and mastery using Critical Reading, Literary Analysis, and Reading Skill.16. Have the students complete the Writing Lesson, writing an interior monologue.17. Administer Selection Test.

Suggested Assessment:Vocabulary Warm-upsGraphic OrganizersReading CheckReading SkillCritical ReadingLiterary AnalysisSelection TestResources:Prentice Hall Literature Textbook Teacher created material

12th Grade English/Language ArtsThird Six Weeks: Week 3 - 6Writer: Lacy Starnes/Evelyn Gilmore-Smith

TEKS:20A, 20B, 21A, 21B, 22A, 22B, 22C, 23C. 23E, 23D, 25D, 26D13D, 14D, 15D, 17D, 26A, 13C, 14C, 15C, 17C, 26A

Objective: Students apply the research process by brainstorming and consulting with others Students apply the research process by locating and evaluating a number of sources that support

research proposal Students apply research process by synthesizing information that support research proposal Students design an outline using parallel structure Students design a Works Cited Students use Modern Language Association conventions for documentation Students apply the editing process to the research paper Students apply different editing methods for the research paper such as peer-editing,

conferencing with teacher, and self-editing Students apply revision strategies to research paper

Overview: Before starting the actual writing of the research paper, students must construct an outline that follows a parallel structure. Once completed, students must follow the outline structure throughout the entirety of their paper.

Essential Questions:What is the difference between a primary and secondary source?What are examples of a secondary source and where might the information be found?How do I take my research questions and apply them to the direction of my research?What is the purpose of an outline in a research paper?How should an outline look?What is parallel structure?How should in-text citations look in a MLA formatted paper?What is the purpose of a Works Cited?What does an MLA formatted Works Cited look like?Does the research paper show purpose?Does the research paper provide an appropriate amount of outside research?Does the research paper show cohesion between purpose and evidence?What is the purpose of an outline in a research paper?How should an outline look?Has the paper been proofread for appropriate mechanics and MLA format?Is the research paper ready to be submitted?

Suggested Lesson Ideas:Instructor may develop a list of research topics, choose topics from the literature boo, or allow students to submit their topics for approval.

Students may begin the research with one or more of their guiding questions. Remember that the research paper should be about teaching the student the entire process. It is a skill-based paper that will require proper guidance in doing things correctly. For example, students must know while doing their secondary research, they will have to use their best judgment in determining the credibility. The internet has opened up research possibilities that were previously non-existent. However, it’s also made research more difficult in that you must now really take care to EVALUATE your sources. Make sure what is being used is a source that is “legal.” Generally speaking, if you can find summaries and analysis for many different books on the same website, that site is a “clearing house” site and it’s not scholarly. Such sites as: Wikipedia, Sparknotes, Cliff Notes, Literature Guides, Novel Guides, Book Rags, etc., should NOT be used.

While gathering research, students should be making note cards that will be useful when writing the paper. For each source that the student plans on using, he/she should create a bibliography card that has the MLA formatted citation, as well. It is recommended to show students a specific format:

1. Use 4 X 6 or 3 X 5 note cards. Do NOT mix sizes. Be sure you have something to hold them together. (I really do NOT like spirals.) Different colors -- one for each source -- are fine but not required.

2. Group all cards from one bibliography source together with the bibliography card on top of each group..3. Put your name on the back of each card in case you leave them somewhere.4. Put this required information on each note card:

The source number (which matches the bibliography card for that source.) The PAGE NUMBER WHERE YOU FOUND THE INFORMATION (unless it’s an internet article.) Cue words at the top to let you know what kind of information you have. Only ONE FACT per card unless facts will be used together and come from the same page of the same source.

*It is suggested that a lesson on how to insert in-text citations should be conducted. The ability to cite and cite correctly in this paper, is one of the most important skills to be mastered. For help in teaching this, please consult: http://owl.english.purdue.edu/owl/resource/747/01/ or an MLA Handbook

The following hints are useful for any kind of paper – in any subject: According to _________________, “put your quoted material here” (cite). This idea is reflected in _________________’s book. He/She maintains, “put your quoted material here” (cite). _____________ described (or explained) this idea in this way: “put your quoted material here” (cite). Time magazine states, “put your quoted material here” (cite).

1. Use a period (NOT A “)”) after each symbol used for numbering.2. Capitalize ONLY THE FIRST WORD of a division or subdivision and any proper nouns.3. Place all subdivision topics the same distance from the left-hand margin. INDENT each ½ inch from the previous

subdivision. The pre–set tabs on the computer will be fine.4. You cannot divide by 1. If there is an “A”, there must be a “B”. 5. For an outline that follows MLA format, this is the correct level progression:

Roman numerals (I, II, III, IV)Capital letters (A,B,C,D)Arabic numbers (1,2,3,4)Lowercase letters (a, b, c, d)

6. An outline structure must be parallel. That is, if you use a complete sentence for one part, everything in that section must be in a complete sentence. If you use a phrase, everything in the section must be the same kind of phrase. (Hint: If you will avoid verbs, you have a much better chance of your outline’s being parallel.)

7. If, after the first draft of the paper is written, it becomes evident that the organization can be improved, CHANGE THE OUTLINE. In every case the outline and the finished composition must “match.”

For LONG QUOTES or extracts, you will usually have the following or as follows before them. these long quotes must be at least 4 lines long. DO NOT use quotation marks around these quotes, but DO set them off 1-in from the normal margins on both sides. See me for help in how to make Microsoft Word do this. It isn’t hard.__________________ stated the following:

a;sldkjf ;oiesaur asidjf ao8esur ;aljdsf a;oiuesr ;kjsadf o9usdfkj djf ;iu 4er ;idf iedr ;ierkdf ier

dkfcj a;fu a;sldkj;oiesaur asidjf ao8esu ;aljdsf a;oiuesr ;kjsadf o9usdfkj djf ;iu 4er ;idf iedr

;ierkdf ierdkfcj a;fu a;sldkjf ;oiesaur asidjf ao8esur ;aljdsf a;oiuesr ;kjsadf o9usdfkj djf ;iu

4er ;idf iedr ;ierkdf ierdkfcj a;fu a;sldkjf ;oiesaur asidjf ao8esur ;aljdsf a;oiuesr ;kjsadf

9usdfkjdjf ;iu 4er ;idf iedr ;ierkdf ierdkfcj a;fu (cite).

The OutlineSuggested Lesson Ideas:There are a number of different ways to edit the research paper:

Teacher-Student conferencing Teacher-entire class walkthrough with an example paper Peer-editing Group Circle Editing

However one chooses to organize the editing process, it is best to decide on what truly needs to be focused on and keep to that focus. As a teacher, he/she should have an idea of what his/her class needs most work on, and thus should make that a part of this process. Some suggestions include:

Spelling Fragments/Run-ons Comma splices Doubled words Subject/Verb agreement

1. Type the title of the research paper on the top line of the page on which the outline is placed. 2. Skip a line after the title and type your thesis statement (complete sentence.)3. DO NOT include the introduction or the conclusion on the outline.

Suggestion:Asking the students to read their paper out loud to a partner, or the teacher, will often help he/she in identifying issues with fragments, comma splices, and awkward phrasings.

The second part of the editing process is to check that the MLA format has been implemented and is correctly followed throughout the entirety of the paper. Once again, MLA format is expected at the college level and twelfth grade students must become comfortable with it. Be sure to check that in-text citations are formatted correctly and that they are directly connected to the MLA formatted Works Cited.

Once full revision and editing is completed, it is time to submit the paper in its entirety.

Semester Assessment/ TestMake a multiple choice, short answer, or essay exam reflecting on Chaucer’s Canterbury Tales, Beowulf/culture, legends, and/or the research process. A teacher could also make the submission of the research paper with all of its parts be the Semester Assessment, as well.

Suggested Assessment:Students use and submit a guided, revision checklist to be turned in.Teacher/Student conferences concerning final drafting of research paper.Students could turn in both their bibliography cards and general research note cards to assess appropriate research findings.Students could submit research logs to assess proper use of time during research days.Students will submit their research paper. (Proposal, Research, Notecards, OLD outline, OLD draft, OLD works cited, NEW outline, NEW draft, NEW works cited)Students could submit their outline, works cited, or parts of their research paper to check for proper structuring and/or MLA formatting.

Resources:Writing Textbookhttp://owl.english.purdue.edu/owl/http://owl.english.purdue.edu/owl/resource/747/01/

Essential Questions:What is the difference between a primary and secondary source?What are examples of a secondary source and where might the information be found?How do I take my research questions and apply them to the direction of my research?What is the purpose of an outline in a research paper?How should an outline look?What is parallel structure?How should in-text citations look in a MLA formatted paper?What is the purpose of a Works Cited?What does an MLA formatted Works Cited look like?Does the research paper show purpose?Does the research paper provide an appropriate amount of outside research?Does the research paper show cohesion between purpose and evidence?What is the purpose of an outline in a research paper?How should an outline look?Has the paper been proofread for appropriate mechanics and MLA format?Is the research paper ready to be submitted?

Suggested Lesson Ideas:Instructor may develop a list of research topics, choose topics from the literature boo, or allow students to submit their topics for approval.

Students may begin the research with one or more of their guiding questions. Remember that the research paper should be about teaching the student the entire process. It is a skill-based paper that will require proper guidance in doing things correctly. For example, students must know while doing their secondary research, they will have to use their best judgment in determining the credibility. The internet has opened up research possibilities that were previously non-existent. However, it’s also made research more difficult in that you must now really take care to EVALUATE your sources. Make sure what is being used is a source that is “legal.” Generally speaking, if you can find summaries and analysis for many different books on the same website, that site is a “clearing house” site and it’s not scholarly. Such sites as: Wikipedia, Sparknotes, Cliff Notes, Literature Guides, Novel Guides, Book Rags, etc., should NOT be used.

While gathering research, students should be making note cards that will be useful when writing the paper. For each source that the student plans on using, he/she should create a bibliography card that has the MLA formatted citation, as well. It is recommended to show students a specific format:

1. Use 4 X 6 or 3 X 5 note cards. Do NOT mix sizes. Be sure you have something to hold them together. (I really do NOT like spirals.) Different colors -- one for each source -- are fine but not required.

2. Group all cards from one bibliography source together with the bibliography card on top of each group..3. Put your name on the back of each card in case you leave them somewhere.4. Put this required information on each note card:

The source number (which matches the bibliography card for that source.) The PAGE NUMBER WHERE YOU FOUND THE INFORMATION (unless it’s an internet article.) Cue words at the top to let you know what kind of information you have. Only ONE FACT per card unless facts will be used together and come from the same page of the same source.

*It is suggested that a lesson on how to insert in-text citations should be conducted. The ability to cite and cite correctly in this paper, is one of the most important skills to be mastered. For help in teaching this, please consult: http://owl.english.purdue.edu/owl/resource/747/01/ or an MLA Handbook

The following hints are useful for any kind of paper – in any subject: According to _________________, “put your quoted material here” (cite). This idea is reflected in _________________’s book. He/She maintains, “put your quoted material here” (cite). _____________ described (or explained) this idea in this way: “put your quoted material here” (cite). Time magazine states, “put your quoted material here” (cite).

1. Use a period (NOT A “)”) after each symbol used for numbering.2. Capitalize ONLY THE FIRST WORD of a division or subdivision and any proper nouns.3. Place all subdivision topics the same distance from the left-hand margin. INDENT each ½ inch from the previous

subdivision. The pre–set tabs on the computer will be fine.4. You cannot divide by 1. If there is an “A”, there must be a “B”. 5. For an outline that follows MLA format, this is the correct level progression:

Roman numerals (I, II, III, IV)Capital letters (A,B,C,D)Arabic numbers (1,2,3,4)Lowercase letters (a, b, c, d)

6. An outline structure must be parallel. That is, if you use a complete sentence for one part, everything in that section must be in a complete sentence. If you use a phrase, everything in the section must be the same kind of phrase. (Hint: If you will avoid verbs, you have a much better chance of your outline’s being parallel.)

7. If, after the first draft of the paper is written, it becomes evident that the organization can be improved, CHANGE THE OUTLINE. In every case the outline and the finished composition must “match.”

English IV ChecklistThird Six Weeks

At the completion of the Third Six weeks, the student will be able to:

_________ Understand their Research Prompt

_________ Understand the Research Process

_________ Demonstrate comprehension of Research Process by researching a topic and utilizing the steps/stages

_________ Write a Research Proposal

_________ Explain the difference between primary and secondary sources

_________ Identify what is credible and non-credible secondary research

_________ Explain the purpose of and use of notecards for the research process

_________ Write a research a paper explaining “How Culture Shapes the Hero”

_________ Explain and identify aspects of MLA formatting for the essay

_________ Make an Outline using parallel structure

_________ Make a MLA formatted Works Cited

_________ Comprehend and write about Medieval legends_________ Demonstrate mastery on Reading Skill, Critical Reading, Literary Analysis, and

Selection Test.

_________ Write an interior monologue

_________ Journal weekly

_________ Revise a Research Paper

_________ Edit a Research Paper

_________ Demonstrate Mastery of a Semester Assessment