Eleventh Grade English Curriculum english grade 11 9 1 12.pdfEleventh Grade English . Curriculum “Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.”

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Randolph Township Schools Randolph High School

Eleventh Grade English Curriculum

“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” -Scott Adams

“To read is to fly: It is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.” -A.C. Grayling

Humanities Department

Michael Portas Supervisor

Curriculum Committee

Adriana Coppola Kelly Kays

Sandra Kessell Jacqueline Laba

Curriculum Developed

29 August 2012

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Randolph Township Schools Humanities Department


Table of Contents

Section Page

Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Eleventh Grade English Curriculum Introduction 5 Course Level Expectations 8 Curriculum Pacing Charts and Maps 10 Units 35 APPENDIX - Resources 50

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Randolph Township Schools

Mission Statement

We commit to inspiring and empowering all students in Randolph Schools to reach their full potential as unique, responsible and educated members of a global society.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for state assessments. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

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RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS

VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: • The needs of the child come first. • Mutual respect and trust are the cornerstones of a learning community. • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of

Education members. • A successful learning community communicates honestly and openly in a non-threatening environment. • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in

professional and supportive ways. • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and

revision based on evolving research, practices and experiences. • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.

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Randolph Township Schools Humanities Department


Introduction

In English III, students survey significant works of British literature. Various genres – epic, novel, poetry, drama, short story – are explored and interpreted, both as unique works of art and in social, historical, and universal contexts. Thesis-control and personal-voice writing receive careful attention. Students refine vocabulary, grammar, usage, mechanics, and sentence structure skills. Students in levels A and B write a critical research paper based on a work of literature. Students grow intellectually, socially, and emotionally as they consider universal themes, diverse cultures and perspectives, as well as common aspects of human existence. To achieve these goals, the course will be guided by the Common Core Standards and goals established by the Randolph Township Board of Education. COURSE EXPECTATIONS AP English Language and Composition is offered to students who have demonstrated superior ability, motivation, and performance and who wish to pursue excellence and sophistication in reading, writing, listening, speaking, viewing, and critical thinking. Students interpret, analyze, and otherwise respond to significant works of British literature, focusing on themes, styles, and philosophies of well-known authors. Works are placed in social, historical and universal contexts. Student writing includes many analytical, interpretative, and personal-voice essays, two primary-source papers, and/or an extensive portfolio. Students prepare for and are expected to take the AP English Language and Composition examination. English III AP Student Expectations

Literature Summer Reading Independent novel reading: 20-30 pp. per night Full-length works: 4 novels, 3 plays Literary/poetic terms: from text Writing

Forming a thesis: 3 predicates for the paper—areas of development One thesis-driven essay per quarter Two primary source paper: min. length 6 pages

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Quotation integration and sufficient elaboration Types of writing: persuasive, comparison/contrast Timed writings (in class): 1 per quarter Reflective/Responsive journals Concentration on student style Synthesis paper Rhetorical devices

Grammar An assumed understanding of basic concepts Higher-level grammar, usage and mechanics required Speaking and Listening Shared inquiries, literary circles, art/visuals, group presentations, enrichment presentations Vocabulary Literature-based vocabulary in context Participation

Participation in the class is essential to the student’s grade. This includes completed homework assignments as well as speaking in the classroom and working cooperatively with peers.

Advanced Placement exams are scheduled for the first two weeks of May. Students are expected to sit for the exam. English III A Student Expectations

Literature Summer Reading Independent novel reading: 20-25 pp. per night Full-length works: 4 novels, 1 play (min) Literary/poetic terms: from text Writing

Forming a thesis: 3 predicates for the paper—areas of development One thesis-driven essay per quarter Primary source paper: min. length 4 pages Quotation integration and sufficient elaboration Types of writing: persuasive, comparison/contrast Timed writings (in class): 1 per quarter Reflective/Responsive journals

Grammar An assumed understanding of basic concepts

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Higher-level grammar, usage and mechanics required HSPA/SAT/ACT

Persuasive/Argumentative, expository and narrative prompts Developing and defending an argument

Speaking and Listening Shared inquiries, literary circles, art/visuals, group presentations, enrichment presentations Vocabulary Literature-based vocabulary in context Participation

Participation in the class is essential to the student’s grade. This includes completed homework assignments as well as speaking and actively listening in the classroom, and working cooperatively with peers.

English III B Student Expectations

Literature Independent novel reading: 15-20 pp. per night Full-length works: 4 novels, 1 play Literary/poetic terms: from text Writing

Forming a thesis Research paper with analysis: min. length 4 pages Quotation integration and sufficient elaboration Types of writing: persuasive, comparison/contrast Timed writings (in class): 1 per semester Reflective/Responsive journals

Grammar Review of basic concepts: usage and mechanics HSPA/SAT/ACT

Persuasive/Argumentative, expository and narrative prompts Developing and defending an argument

Speaking and Listening Shared inquiries, literary circles, art/visuals, group presentations, enrichment presentations Vocabulary Literature-based vocabulary in context Participation

Participation in the class is essential to the student’s grade. This includes completed homework assignments as well as speaking and actively listening in the classroom, and working cooperatively with peers.

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COURSE LEVEL EXPECTATIONS For each of the four years of high school, every student is required to pass a year-long English class that is offered at four levels. Teacher recommendation, classroom performance, and diagnostic assessments are the primary criteria for determining appropriate course levels. Based on classroom performance and teacher recommendation, students may drop one level at the end of any marking period or rise one level at the end of any semester.

The following indicators should be present: Moving up a level:

An average of 97 or above An apparent ease with assignments An ability to grasp concepts quickly A capacity for thinking at a deeper level with greater insight An interest in the subject matter that seems more appropriate to a higher level student

***Please note that students who have an A in a class may simply be appropriately placed and are able to shine at that level. Having an A average alone does not indicate that a student should move to a more advanced level.

At least three of the following indicators should be present: Dropping to a lower level:

averaging a C. A level class

struggling or seeming overwhelmed by the work inability to grasp concepts without additional, separate, individual explanation critical thinking and writing skill levels noticeably lower than those of peers lack of motivation to meet the challenges of an accelerated course

**Regarding lack of motivation: If students do not submit work, it is difficult to gauge intelligence and ability level. Although having difficulties completing homework assignments will naturally impact a student’s grade, homework is only a portion of the average. Therefore, it stands to reason that if a student is appropriately placed, he/she should be able to maintain a high C average based on tests, essays, and participation.

averaging a D. B level class

struggling or seeming overwhelmed by the work inability to grasp concepts without additional, separate, individual explanation skill level significantly below the average

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Placement should focus on skill level and the amount of support, guidance, and motivation a student needs. The higher the level, the more independent, skilled, self-motivated, and perspicacious the student should be.

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RANDOLPH TOWNSHIP SCHOOL DISTRICT

Curriculum Pacing Charts Eleventh Grade English Curriculum

Text Time Assessments Reading/Writing Skills Grammar Skills/Vocabulary

Standards Notes

Unit 1: Heroes and Monsters/ The Anglo-Saxon Era *History/Culture of the Period *Beowulf (A,B) *The Seafarer (A) *The Wanderer *The Wife’s Lament *Ballads *Anglo-Saxon Riddles Other Suggested Non-Fiction: *The Miracle Survivors in Stairwell B- New York Magazine. *The Skyscraper and the Airplane – The Norton Reader (Will overlap the Primary Source Essay,

3 Weeks Suggested but not limited to: *Analytical Paragraph (Formative) *Hero Essay: In Class Essay (Analytical) (A, B) *Dramatic Boast/Resume (Expository/Creative) *Tests *Reading Check Quizzes *Journals

*Epic hero traits *Epic conventions and techniques *Archetypes Kennings Caesuras Alliteration Medias res Assonance *Anglo-Saxon history and warrior culture *Chart Christian and Pagan influences *Use Google Docs & Blackboard *Critically read informational and literary text *Study origins of the English language

*Word choice/ vocabulary *Comma usage/ semi-colon *Syntax *Sentence structure/ types & awkwardness *Pronoun-antecedent agreement *Awareness of verbiage-word usage *Active/ passive voice

RL 11-12.1 RL 11-12.2 RL 11-12.4 RL 11-12.5 RI 11-12.1 RI 11-12.6 W 11-12.1 W 11-12.2 W 11-12.4 W 11-12.5 W 11-12.6 W 11-12 W 11-10.8 SL 11-12.1 SL 11-12.2 SL 11-12.6 L 11-12.5

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A)

*Construct boast presentation using rhetorical techniques and formal language *Write an educational resume *Quote integration & citation

Unit 2: The Medieval Age/Perils and Adventures *History/Culture of the Period *The Canterbury Tales (A, B) *The Pardoner’s Tale (A,B) *The Wife of Bath’s Tale *The Nun’s Priest’s Tale *Or other selected Tales *Sir Gawain and the Green Knight (A,B) *Le Morte’ d’Arthur (A,B) *Ballads *Everyman Other Suggested Non-Fiction: *Is Google Making us

4 Weeks Suggested but not limited to: *Focus Correction Essay Expository/Analytical (A) *Medieval & Canterbury Tales Historical Perspective Essay (Argument/Analytical) *Character Projects/Presentations Original Pilgrim Poem (Creative) *Short Story Teaching Project (B) *Tests *Reading Check Quizzes

*Code of Chivalry Art of Courtly Love Feudalism Power of the church *Medieval life and history *The evolution of the English language *Critically read informational and literary text *Direct and indirect characterization Heroic couplet Symbol Irony Satire Frame story Bob and wheel stanza *Various literary modes of expression Personal legend

*Word choice/ vocabulary *Comma usage/ semi-colon *Sentence structure/ types & awkwardness *Transitional phrases *Active/ passive voice *Subjunctive *Parallelism

RL.9-10.6. RL.11-12.1 RL.11-12.2. RL.11-12.5 RL.11-12.10 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.5 RI.11-12.10 L.11-12.3 L.11-12.4 L.11-12.6 W.11-12.1 W.11-12.4 W.11-12.5. W.11-12.10. SL.11-12.1 SL.11-12.2 SL.11-12.4.

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Stupid – The Norton Reader *“This Is the End of the World”: The Black Death (Will Overlap the Primary Source Essay, A)

*Journals Exemplum Romance Heroic Mock-heroic Ballads *Analyze the cultural and political influence of the Medieval church on literature *How to present information in an authoritative and formal manner *How to gather, evaluate, and integrate relevant research from multiple print and digital sources. *How to construct a thesis guided topic outline *How to construct a comprehensive essay which encompasses both the historical and literary qualifications of the time period

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Unit 3: Abuse and Misuse of Power/The Tragedy and Tragic Hero *History/Culture of the Period *Macbeth(A,B) *Novel: *Jane Rhys Wide Sargasso Sea *Emma Donaghue Room *John David Morley The Anatomy Lesson *Mark Haddon The Red House Other Suggested Non-Fiction: *Samuel Jonson Against Wicked Characters Steven Pinker – The Moral Instinct – The Norton Reader (Will overlap Primary Source Essay, B)

3-4 Weeks

Suggested but not limited to: *Macbeth analytical essay (argument/analytical) *Presentations/Projects *Journals *Tests *Reading Check Quizzes

*History of tragedy Types of tragedy *Tragic hero Tragic flaw Role of fate and free will *Motif Paradox Literary ambiguity Equivocation Iambic pentameter Blank verse Prose Soliloquy Aside Dramatic irony Conflict Imagery *Read critically and annotate text *How to write an argumentative analysis proving a thesis statement and providing evidence from text. *Scottish, Elizabethan, and Jacobean history Great Chain of Being Divine right of kings

*Word choice/ vocabulary *Consistent point of view *Uniform verb tense *Transitional phrases *Literary present tense *Vary sentence structure

RL.9-10.6 RL.9-10.3 RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4. RL.11-12.5 RL.11-12.6. RL.11-12.7 RL.11-12.10 RI.11-12.1. RI.11-12.2. RI.11-12.3 RI.11-12.6. RI.11-12.10 L.11-12.1. L.11-12.3. L.11-12.4 L.11-12.5 W.11-12.1 W.11-12.3. W.11-12.4 W.11-12.5 W.11-12.9 SL.11-12.1

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*Shakespearean language conventions, influences, and legacy *How to perform, collaborate, and modernize Elizabethan drama *Contrast Elizabethan dramatic conventions with those of modern drama

Unit 4: Celebrating Humanity/The Enduring Power of Poetry *History/Culture of the Renaissance, 17th Centuries Renaissance Sonnets/Sonnet Series *Edmund Spenser *Sir Philip Sidney *William Shakespeare (A,B) *Francesco Petrarch Pastoral Poetry

3 Weeks Suggested but not limited to: *Comparative Poetry Essay (Analytical/Argumentative) *Annotate a poem *Projects/Presentations *Original Poems *Original Metaphysical Conceits

*The historical, social and political background of the Renaissance, English Civil War, the seventeenth century and the Restoration (Great Chain of Being, Divine right of kings). *Metaphysical conceit Paradox Epigrams Poetic devices *Read critically and annotate poetry

*Word choice/ vocabulary *Consistent point of view *Uniform verb tense *Transitional phrases *Literary present tense

RL.9-10.6. RL.11-12.1. RL.11-12.2. RL.11-12.4. RL.11-12.5. RL.11-12.6. RL.11-12.10. RI.11-12.1. RI.11-12.2. RI.11-12.3 RI.11-12.7. L.11-12.1. L.11-12.2. L.11-12.3 L.11-12.4 L.11-12.5

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*Sir Walter Raleigh *Christopher Marlowe 17th Century *Metaphysical *John Donne (A,B) *Jonson *Cavalier School of Poetry *Andrew Marvell *Robert Herrick *Sir John Suckling *Richard Lovelace *John Milton (A) *Paradise Lost *Sonnets (Will overlap Primary

Source Essay, B)

*Journals *Tests *Reading Check Quizzes

*Analyze sonnet form and the sonnet sequence *Shakespearean language conventions, influence, and legacy *The similarities and differences between the various schools of poetry and thought (Carpe Diem, Metaphysical, Cavalier, etc…) *Compare and contrast different modes of expression and poetic forms and constraints of each

L.11-12.6 W.11-12.1. W.11-12.4 W.11-12.5. SL.11-12.1 SL.11-12.3

Unit 5: The Age of Reason/The Art of Satire *History/Culture of the Neoclassicism, Enlightenment, Age of Reason, Augustan Age, and the 18th Century *John Dryden *Samuel Johnson *Samuel Pepys * Daniel Defoe *Jonathan Swift

3 Weeks Suggested but not limited to: *Original Modest Proposal (Creative) (A,B) *Projects and Presentations *Expository Essay (HSPA Preparation) (B) *Test

*Juvenalian and Horatian satire Personal expression Political angst through satire, diary, journal, essay, pamphlet form *Read critically and annotate informational text. *How to evaluate and write an effective satire *The historical, social and political background

*Word choice/ vocabulary *Consistent point of view *Literary present tense *Transitional phrases *Uniform verb tense *Vary sentence structure

RL.9-10.6 RL.11-12.1. RL.11-12.2 RL.11-12.3 RL.11-12.4. RL.11-12.5 RL.11-12.6 RL.11-12.10. RI.11-12.1. RI.11-12.2. RI.11-12.3. RI.11-12.4. RI.11-12.10 L.11-12.1 L.11-12.2

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*Gulliver’s Travels

*A Modest Proposal (A,B)

*Alexander Pope *The Rape of the

Lock *Essay on Man Other Non-Fiction: *Addison *Steele *Java Man- The

Norton Reader *Elisabeth Kubler-

Ross – On the Fear of Death

(Will overlap Primary

Source Essay, B)

*Reading Check Quizzes *Journals

of the Restoration and eighteenth century *How to formulate an effective argument and be able to communicate it successfully *Digital research skills and literacy *Compare and contrast Swift’s Modest Proposal to a current world issue and write an original modest proposal.

L.11-12.3. L.11-12.4. L.11-12.5. L.11-12.6. W.11-12.1 W.11-12.4 W.11-12.5. W.11-12.9. W.11-12.10. SL.11-12.1.

Unit 6: Dystopian Society/The Dangers of Totalitarianism *History and Effects of Totalitarianism *Nineteen Eighty-Four (A,B) Other Suggested Non-Fiction: *George Orwell – Politics and the English Language

4 Weeks Suggested but not limited to: *Researched Analytical Essay on Nineteen Eighty-Four (A,B) * Socratic Seminar *Project/Presentation *Journals *Tests

*The history, effects, and modern examples of totalitarianism *Propaganda, elements of, types, positive and negative uses *Elements, techniques and purpose of a dystopian work of fiction *Read critically, analyze and evaluate informational text

*Diction/ vocabulary *Consistent point of view *Literary present tense *Transitional phrases *Uniform verb tense *Vary sentence structure

RL.9-10.6 RL.11-12.1. RL.11-12.2. RL.11-12.3. RL.11-12.5. RL.11-12.6. RL.11-12.10 RI.11-12.1. RI.11-12.2. RI.11-12.3 RI.11-12.7. RI.11-12.8. L.11-12.1. L.11-12.2 L.11-12.3. L.11-12.4. L.11-12.5 L.11-12.6

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*Dennis Baron – Who Owns Global English? *Michael Levin – The Case for Torture HSPA Non-Fiction: *Barbara Ehrenreich – Guys Just Want to Have Fun *David Brooks – The Gender Gap at School *Jonathan Kozol – Fremont High School * Melvin Konner – Why the Reckless Survive?

*Reading Check Quizzes

*Paradox Imagery Irony Point of view Narrative techniques *Create Socratic seminar questions and participate in discussion *The importance of language and preservation of language *Psychological theory and psychology of the totalitarian state *Read and discuss articles about informational technology and surveillance technology *How to evaluate sources in order to find credibility *How to research by using various digital and internet sources *How to synthesize information and relate to literature *How to write a research

W.11-12.1 W.11-12.4. W.11-12.5 W.11-12.6 W.11-12.7 W.11-12.8. W.11-12.9 W.11-12.10. SL.11-12.1 SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6.

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based synthesis essay

Unit 7: Romanticism/ Nature and the Human Condition *Romanticism as a period and a concept. *Pre- Romantics *Thomas Grey *William Blake (A,B) *Robert Burns *William Wordsworth (A,B) *Samuel Taylor Coleridge (A,B) *George Gordon, Lord Byron *Percy Bysshe Shelley (A) *John Keats (A) *Novel *Frankenstein (A) Other Suggested Non-Fiction:

Poetry 3 Weeks Novel 4 Weeks

Suggested but not limited to: *Comparative poetry essay *Analytical Rime of the Ancient Mariner essay *Analytical Frankenstein essay *Romantic Ideal essay *Poetry and text annotation *Socratic seminar *Project/ Presentations *Journals (A) *Reading check quizzes *Tests

*The social, political, philosophical, and psychological influences and history of the time period. *Voice Style of poetry 1st person point of view *Romantic reverence for nature, and its effect on the poets and human nature *Read critically and annotate poetry *Thematic and response journals on a variety of topics *Poetic terms and techniques Symbol Rhythm & rhyme Imagery Alliteration Consonance

*Word choice/ vocabulary *Literary present tense *Transitional phrases *Uniform verb tense *Vary sentence structure

RL.9-10.6. RL.11-12.1 RL.11-12.2. RL.11-12.3. RL.11-12.4. RL.11-12.5. RL.11-12.6. RL.11-12.10. RI.11-12.1 RI.11-12.2. RI.11-12.3. RI.11-12.5. RI.11-12.10. L.11-12.1 L.11-12.2. L.11-12.4. L.11-12.5. L.11-12.6. W.11-12.1 W.11-12.2. W.11-12.4. W.11-12.5. W.11-12.9. W.11-12.10. SL.11-12.1

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*Mary Wollstonecraft: A Vindication of the Rights of Women * William Blake - Proverbs of Hell * Jacob Bronowski – The Nature of Scientific Reasoning *Nancy Mairs – On Being Cripple *Alice Walker – Beauty: When the Other Dancer Is the Self

Assonance Internal Rhyme Speaker *The elements of an effective novel and Gothic literature *Analyze and write about the themes exemplified in the novel Frankenstein

Unit 8:The Victorian Era/ Progress and Decline *Social, political, economic and philosophical history of the Victorian era *Alfred, Lord Tennyson (A) *Robert Browning (A) *Elizabeth Barrett Browning *Matthew Arnold *Rudyard Kipling *Thomas Hardy *Emily Bronte *Gerard Manley Hopkins


Suggested but not limited to: *Comparative poetry essay *Creative poetry essay *Poetry annotation *Presentations/ Projects *Journals *Reading check quizzes *Tests

*Social Criticism in the novel *Identify the writer’s purpose *Dramatic Monologue Mood as a key to theme Rhythm Meter *Naturalism Realism Utilitarianism *Read critically and analyze *Satire as a form of social criticism


RL.9-10.6. RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.5. RL.11-12.6 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.10 L.11-12.1 L.11-12.2 L.11-12.3. L.11-12.4. W.11-12.1 W.11-12.4 W.11-12.5. W.11-12.7. W.11-12.9. SL.11-12.3

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*Christina Rossetti *A.E. Housman Excerpts from novels: *Charles Dickens from Hard Times *Charlotte Bronte from Jane Eyre Drama: *Oscar Wilde The Importance of Being Earnest ***Novels are not limited to the Victorian time period/ they may be taught thematically with other units*** Novel: *Oscar Wilde The Picture of Dorian Gray *Jane Austen Pride and Prejudice Other Suggested Non-Fiction:

Unit 9: Modern and Post-Modern Period/ Time of Rapid Change

3 Weeks Suggested but not limited to: *Presentations/ Projects

*Irony Symbol Mysticism Ghost story Tone

*Word choice/ vocabulary *Literary present tense

RL.9-10.6. RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5

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*Social, political, economic, and philosophical history of the 20th Century *Poetry *Thomas Hardy *Wilfred Owens *William Butler Yeats *T.S. Eliot *W.H. Auden *Dylan Thomas (A,B) *Short Story *George Orwell Shooting an Elephant (Non-Fiction) *Doris Lessing No Witchcraft for Sale *Joseph Conrad The Lagoon *James Joyce Araby *Virginia Woolf The Lady in The Looking Glass: A Reflection *Muriel Spark The First Year of My Life *D. H. Lawrence The Rocking Horse Winner (A,B) *Graham Green A Shocking Accident *Ted Hughes The Rain Horse *Nadine Gordimer A

*Short story annotation *Expository essay *Comparative essay *Journals *Reading check quizzes *Tests

Setting Atmosphere Point of view Voice Theme Stream of consciousness *Read critically, and annotate informational and fictional text *Compare/ contrast the writers of the period *Analyze and explicate the effects of the major movements of the period in the literature *The use of cultural conflicts and their effect on the literature of the time *Elements of a short story and their narrow focus on characters and conflict

*Transitional phrases *Uniform verb tense *Vary sentence structure

RL.11-12.6 RL.11-12.10 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.7 RI.11-12.10 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 W.11-12.1 W.11-12.4 W.11-12.5 W.11-12.9 W.11-12.10 SL.11-12.1 SL.11-12.4 SL.11-12.5 SL.11-12.6

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Train From Rhodesia *Novel: *Jane Rhys Wide Sargasso Sea *Emma Donaghue Room *John David Morley The Anatomy Lesson *Mark Haddon The Red House Other Suggested Non-Fiction: *Toni Morrison – Strangers *Virginia Woolf – In Search of a Room of One’s Own * Andrew Sullivan – What is a Homosexual? *Betty Rollin – Motherhood: Who Needs it? * Bill McKibben – The Case for Single-Child Families HSPA Non-Fiction: *Barbara Ehrenreich – Guys Just Want to Have Fun *David Brooks – The Gender Gap at School *Johnathan Kozol – Fremont High School

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* Melvin Konner – Why the Reckless Survive?

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English III AP Language and Composition Text Time Assessments Reading/Writing Skills Grammar

Skills/Vocabulary Standards Notes

Unit 1: Heroes and Monsters/ The Anglo-Saxon Era *History/Culture of the Period *Beowulf *Sir Gawain and the Green Knight *The Seafarer *The Wanderer *The Wife’s Lament *Ballads *Anglo-Saxon Riddles Other Suggested Non-Fiction: *The Miracle Survivors in Stairwell B- New York Magazine. *The Skyscraper and the Airplane – The Norton Reader

3 Weeks Suggested but not limited to: *Analytical Paragraph (Formative) *Hero Essay: In Class Essay (Analytical) * Quarter Exam *Journals: • each week students

will journal about a news item, a re-sponse to literature, and something per-sonal

• double-entry

*Epic hero traits *Epic conventions and techniques *Archetypes Kennings Caesuras Alliteration Medias res Assonance *Anglo-Saxon history and warrior culture *Chart Christian and Pagan influences *Use online document sharing and discussion platform resources *Critically read informational and literary text. *Study origins of the English language. *Construct boast presentation using rhetorical techniques and

*Word choice/ vocabulary *Comma usage/ semi-colon *Syntax *Sentence structure/ types & awkwardness *Pronoun-antecedent agreement *Awareness of verbiage-word usage *Active/ passive voice

RL 11-12.1 RL 11-12.2 RL 11-12.4 RL 11-12.5 RI 11-12.1 RI 11-12.6 W 11-12.1 W 11-12.2 W 11-12.4 W 11-12.5 W 11-12.6 W 11-12 W 11-10.8 SL 11-12.1 SL 11-12.2 SL 11-12.6 L 11-12.5

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formal language *Write an educational resume *Quote integration & citation

Unit 2: The Medieval Age/Perils and Adventures *History/Culture of the Period *The Canterbury Tales *The Pardoner’s Tale *The Wife of Bath’s Tale *The Nun’s Priest’s Tale *Morte Darthur *Ballads *Everyman *Murder in the Cathedral Other Suggested Non-Fiction: *Is Google Making us Stupid – The Norton Reader

4 Weeks Suggested but not limited to: *Medieval & Canterbury Tales Historical Perspective Essay (Argument/Analytical) *Character Modern-day Pilgrim Poem (Creative) *Beast Fable (Creative) *Debate and Essay the martyrdom of Thomas Becket (argumentative) * Quarter Exam *Journals • each week students


• double-entry

*Code of Chivalry Art of Courtly Love Feudalism Power of the church *Medieval life and history *The evolution of the English language *Critically read informational and literary text *Direct and indirect characterization Heroic couplet Symbol Irony Satire Frame story Bob and wheel stanza *Various literary modes of expression Personal legend Exemplum Romance Heroic

*Word choice/ vocabulary *Comma usage/ semi-colon *Sentence structure/ types & awkwardness *Transitional phrases *Active/ passive voice *Subjunctive *Parallelism

RL.9-10.6. RL.11-12.1 RL.11-12.2. RL.11-12.5 RL.11-12.10 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.5 RI.11-12.10 L.11-12.3 L.11-12.4 L.11-12.6 W.11-12.1 W.11-12.4 W.11-12.5. W.11-12.10. SL.11-12.1 SL.11-12.2 SL.11-12.4.

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Mock-heroic Ballads *Analyze the cultural and political influence of the Medieval church on literature *How to present information in an authoritative and formal manner *How to gather, evaluate, and integrate relevant research from multiple print and digital sources. *How to construct a thesis guided topic outline. *How to construct a comprehensive essay which encompasses both the historical and literary qualifications of the time period.

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Unit 3: Abuse and Misuse of Power/The Tragedy and Tragic Hero *History/Culture of the Period *except from Utopia by Thomas More *Macbeth *King Lear Other Suggested Non-Fiction: *Samuel Jonson Against Wicked Characters – The Norton Reader

3-4 Weeks

Suggested but not limited to: *Macbeth/King Lear analytical essay (argument/analytical) *Journals • each week students


• double-entry *Quarter Exam

*History of tragedy Types of tragedy *Tragic hero Tragic flaw Role of fate and free will *Motif Paradox Literary ambiguity Equivocation Iambic pentameter Blank verse Prose Soliloquy Aside Dramatic irony Conflict Imagery *Read critically and annotate text *How to write an argumentative analysis proving a thesis statement and providing evidence from text. *Scottish, Elizabethan, and Jacobean history Great Chain of Being Divine right of kings *Shakespearean language

*Word choice/ vocabulary *Consistent point of view *Uniform verb tense *Transitional phrases *Literary present tense *Vary sentence structure

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conventions, influences, and legacy *How to perform, collaborate, and modernize Elizabethan drama *Contrast Elizabethan dramatic conventions with those of modern drama

Unit 4: Celebrating Humanity/The Enduring Power of Poetry *History/Culture of the Renaissance, 16th

and 17th Centuries Renaissance Sonnets/Sonnet Series *Edmund Spenser *Sir Philip Sidney *William Shakespeare *Francesco Petrarch *Thomas Wyatt Pastoral Poetry

3 Weeks Suggested but not limited to: *Comparative Poetry Essay (Analytical/Argumentative) *Annotate a poem *Projects/Presentations *Original Poems *Original Metaphysical Conceits

*The historical, social and political background of the Renaissance, English Civil War, the seventeenth century and the Restoration (Great Chain of Being, Divine right of kings). *Metaphysical conceit Paradox Epigrams Emblematic Poetic devices. *Read critically and annotate poetry.

*Word choice/ vocabulary *Consistent point of view *Uniform verb tense *Transitional phrases *Literary present tense

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*Sir Walter Raleigh *Christopher Marlowe 17th Century *Metaphysical/ Cavalier Metaphysical *John Donne *George Herbert Cavalier School of Poetry *Ben Jonson *Andrew Marvell *Robert Herrick *Sir John

Suckling *Richard Lovelace *John Milton *Paradise Lost *Sonnets

*Journals • each week students


• double-entry *Quarter Exam

*Analyze sonnet form and the sonnet sequence *Shakespearean language conventions, influence, and legacy *The similarities and differences between the various schools of poetry and thought (Carpe Diem, Metaphysical, Cavalier, etc…) *Compare and contrast different modes of expression and poetic forms and constraints of each

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Unit 5: The Age of Reason/The Art of Satire *History/Culture of the Neoclassicism, Enlightenment, Age of Reason, Augustan Age, and the 18th Century *John Dryden

3 Weeks Suggested but not limited to: *Original Modest Proposal (Creative) *Projects and Presentations *Quarter Exam *Journals

*Juvenalian and Horatian satire Personal expression Political angst through satire, diary, journal, essay, pamphlet form *Read critically and annotate informational text. *How to evaluate and

*Word choice/ vocabulary *Consistent point of view *Literary present tense *Transitional phrases *Uniform verb tense

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*Samuel Johnson *Samuel Pepys * Daniel Defoe *Jonathan Swift *Gulliver’s

Travels *A Modest Proposal *Alexander Pope *The Rape of the

Lock *Essay on Man Other Non-Fiction: Addison Steele Java Man- The

Norton Reader

• each week students will journal about a news item, a re-sponse to literature, and something per-sonal

• double-entry *Gulliver’s Travels • group presentations • Argumentative Es-

say

write an effective satire *The historical, social and political background of the Restoration and eighteenth century *How to formulate an effective argument and be able to communicate it successfully *Digital research skills and literacy *Compare and contrast Swift’s Modest Proposal to a current world issue and write an original modest proposal.

*Vary sentence structure

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Unit 6: The Primary Source Paper: Social., Historical, and Thematic effects on fiction *Frankenstein *The Picture of Dorian Gray *Nineteen Eighty-Four

4 Weeks Suggested but not limited to: *Researched Analytical Essay on one of the three novels as they pertain to the time period * Socratic Seminar *Journals

*The history, effects of the time period *nature—human and the elements *”art for art’s sake” *Propaganda, elements of, types, positive and negative uses *Read critically, analyze and evaluate informational text *Paradox,

*Word choice/ vocabulary *Consistent point of view *Literary present tense *Transitional phrases *Uniform verb tense *Vary sentence structure

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Imagery Irony Point of view Narrative techniques *The importance of language and preservation of language *Read and discuss other poems of the time period as they pertain to the themes of the novel *How to evaluate sources in order to find credibility *How to research by using various digital and internet sources *How to synthesize information and relate to literature *How to write a research based synthesis essay

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Unit 7: Romanticism/ Nature and the Human Condition *Romanticism as a period and a concept. *Pre- Romantics *Thomas Grey *William Blake *Robert Burns *William Wordsworth *Dorothy Wordsworth *John Clare *Felicia Dorothea Hemans *Samuel Taylor Coleridge *George Gordon, Lord Byron *Percy Bysshe Shelley *John Keats Other Suggested Non-Fiction: *Mary Wollstonecraft: A Vindication of the Rights of Women John Keats: Letters

Poetry 3 Weeks

Suggested but not limited to: *Comparative poetry essay *Analytical Rime of the Ancient Mariner essay *Romantic Ideal essay *Poetry and text annotation *Socratic seminar *Project/ Presentations: Poetry of each time period –Romantic, Victorian, and Modern *Quarter Exam

*The social, political, philosophical, and psychological influences and history of the time period. *Voice Style of poetry 1st person point of view *Romantic reverence for nature, its effect on the poets and human nature *Read critically and annotate poetry *Poetic terms and techniques *The elements of an effective novel and Gothic literature *Analyze and write about the themes exemplified in the novel Frankenstein


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Unit 8:The Victorian Era/ Progress and Decline *Social, political, economic and philosophical history of the Victorian era *Alfred, Lord Tennyson *Robert Browning *Elizabeth Barrett Browning *Matthew Arnold *Rudyard Kipling *Emily Bronte *Gerard Manley Hopkins *Christina Rossetti


Suggested but not limited to: *Comparative poetry essay *Creative poetry essay *Poetry annotation *Presentations/ Projects *Journals *Reading check quizzes *Tests

*Social Criticism in the novel Identify the writer’s purpose *Dramatic Monologue Mood as a key to theme Rhythm Meter *Naturalism Realism Utilitarianism *Read critically and analyze *Satire as a form of social criticism


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Unit 9: Modern and Post-Modern Period/ Time of Rapid Change *Social, political, economic, and philosophical history of the 20th Century *Poetry *Thomas Hardy *Wilfred Owens *William Butler

3 Weeks Suggested but not limited to: *Presentations/ Projects *Short story annotation *Expository essay *Comparative essay *Journals: Double-entry *Quarter Exam

*Irony Symbol Mysticism Ghost story Tone Setting Atmosphere Point of view Voice Theme Stream of consciousness *Read critically and annotate informational


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Yeats *T.S. Eliot *W.H. Auden *Dylan Thomas *Philip Larkin *Short Story *George Orwell Shooting an Elephant (Non-Fiction) *Joseph Conrad The Lagoon *James Joyce Araby *Virginia Woolf The Mark on the Wall *D. H. Lawrence The Horse Dealer’s Daughter *Nadine Gordimer A Train From Rhodesia *Novel: *Heart of Darkness

and fictional text *Compare/ contrast the writers of the period *Analyze and explicate the effects of the major movements of the period in the literature *The use of cultural conflicts and their effect on the literature of the time *Elements of a short story and their narrow focus on characters and conflict

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RANDOLPH TOWNSHIP SCHOOL DISTRICT English III/ Unit 1

Heroes and Monsters/ The Anglo-Saxon Era

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The historical and cultural development of early Britain influenced its literature. • Why were certain virtues and values prized by Anglo-Saxon society

and why do they differ from those of today’s society? Universal truths of human nature are formalized in the transformation from oral language, which is a means of preserving cultural and political history, to the written word.

• Why did the storytellers and proselytizers of the era both feel compelled to share Beowulf and how do its features reflect its birth in the oral tradition?

Heroes and monsters reflect the cultural values, fears, and emotional state of the time period in which they were created.

• What do monsters symbolize in Anglo-Saxon culture and our own?

Epics reveal the values of a culture in a historical period. • What do archetypes, through their function in a literary work, reveal about universal experiences and the need to share stories?

Poetry is a natural human response to emotion and experience. • How does the author utilize literary and rhetorical elements to convey the didactic purpose?

KNOWLEDGE

SKILLS

CCS

Students will know: The concept of an epic hero, epic conventions and techniques as well as the literary devices of archetypes, kennings, caesuras, alliteration, medias res, and assonance all contribute to the greater significance and meaning of Beowulf. The Christian and Pagan elements present in stories that were translated to text influenced the retelling and preservation of the literature of the time.

Students will be able to: Determine two or more themes or central ideas of a text. Analyze the development of themes over the course of the text, including how they interact and build on one another to produce a complex account. Provide an objective summary of the text. 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. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine where the text leaves matters uncertain and the effect thereof.

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The violence and uncertainty of Anglo-Saxon history contribute to its veneration of the warrior culture. Online publishing resources can be used to post and share in the authorship of documents. The origins of the English language though largely Germanic are augmented by Norse and Romantic languages to create a patchwork tongue whose grammar does not precisely match its linguistic roots. critically reading informational and literary texts requires differing skills that culminate in closer understanding. The rhetorical and oral traditions as conveyed by scops preserved stories that are relevant today. How to communicate effectively and use formal rhetorical language in an original boast. How to construct an educational resume that maintains formal diction and tone.

Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 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. Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Initiate and participate effectively in a range of collaborative discussions with diverse partners on relevant topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes

37

How to write an effective analytical paragraph guided by a thesis statement.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.

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Perils and Adventure/ The Medieval Age

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The historical and cultural development of Medieval England influenced its literature. • Why would society stifle an individual’s identity? The development of the English language evolved from Old English to Middle English. • How can an individual affect the world around him? Cultural and religious values and struggles are reflected in the literature of the time. • How was Medieval society oppressed and what are

modern forms of oppression? Development of personal identity as both a reflection of society and in conflict with Medieval society.

• How are honor, respect, and reputation important in Medieval culture?

Folk tales, exemplum, and legends are traditional stories indicative of the attitudes, trends and values of the society that created them.

• How can you support justifying or refuting the term Dark Ages as an effective qualifier for this time period?

The change in values of a hero is defined by the evolving culture of the Medieval Period. • What is the role of women in a male-dominant society?

KNOWLEDGE

SKILLS

CCS

Students will know: The concept and code of Chivalry, art of Courtly Love, Feudalism, growing power of the church, cultural and political influence of the Medieval church, Medieval life, history, art, religion, class system, feudal manor, knightly code, emergence of guilds, and emergence of the middle class all contribute to the greater significance and meaning of The Canterbury Tales. Critically reading, informational and literary text by analyzing direct and indirect characterization, heroic couplet, symbol, irony and satire, frame story, bob and wheel stanza.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. Analyze the development and interaction of multiple themes over the course of the text. Provide an objective summary of the text. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Apply knowledge of language to understand how language functions in

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Various literary modes of expression such as personal legend, exemplum, romance, heroic, mock-heroic, and ballads reflected the changing culture and society of the Middle Ages. How to gather, evaluate, and integrate relevant research from multiple print and digital sources and present information in an authoritative and formal manner. How to construct a thesis guided topic outline and a comprehensive essay which encompasses both the historical and literary qualifications of the time period.

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 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. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes.

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Abuse and Misuse of Power/ The Tragedy and Tragic Hero

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS An individual’s ambitions and desires may conflict with social order and personal conscience. • Why do you think Shakespeare chose to employ the

specific tragic structure predominant in Macbeth? Two essential philosophical arguments state that man is controlled by fate or that man has free will, and that man is inherently good or by nature evil.

• How is the role of the supernatural and nature a reflection of both the triumphs and flaws of humanity?

Conflict between ambition and virtue affect one’s decisions. • How is literary ambiguity an effective tool analyzing conflict of character?

Morality exists on a spectrum shifting and changing that depends on the circumstances, belief systems, and world views.

• How can an individual’s ambitions and abuse of power affect decisions and morality?

Lust for power leads to loss of humanity. • Are human beings guided by fate or free will? Historical and social elements of medieval Scotland, Holinshed’s Chronicles, the life of the real Macbeth, the connection between the House of Stewart and James I of England and background of Shakespeare’s life (especially personal influences on his writing) affect the literary trends of the period.

• Why have the historical, political and religious climates of the time period impacted the literature?

Drama is timeless and reflects human nature.

• How can the enduring qualities of drama reflect the human experience?

KNOWLEDGE

SKILLS

CCS

Students will know: The history of tragedy and types of tragedy affected the writing and understanding of Macbeth. Scottish, Elizabethan, and Jacobean history, Great Chain of Being, Divine right of kings contribute to the very early beginnings of the democratic ideal. Literary techniques such as: motif, paradox, literary ambiguity, equivocation, iambic pentameter, blank verse, soliloquy, aside, dramatic irony, conflict, and imagery, tragic hero, tragic flaw, and role of fate in a tragedy all contribute to the meaning and significance of the Tragedy of Macbeth.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Cite 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. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

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Shakespearean language conventions, influences, and legacy had an effect on modern language and literature. Contrast Elizabethan dramatic conventions with those of modern drama, perform, collaborate and modernize Elizabethan drama. Read critically, annotate text and write an argumentative analysis proving a thesis statement and providing evidence from text.

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. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Analyze the development of two or more themes or central ideas over the course of the text, including how they interact and build on one another to produce a complex account. Provide an objective summary of the text. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. Analyze multiple interpretations of a story, drama, or poem. Evaluate multiple interpretations of Macbeth, considering audience tastes and faithfulness to original text. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write narratives to develop real or imagined experiences or events

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using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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Celebrating Humanity/ The Enduring Power of Poetry

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Poetry is used as a vehicle to express both personal and historical values. • How do you define poetry? How does the difference

between poetry and prose affect how you construct meaning?

The preference in poetic form is a reflection of the social, historical order and movements of the time.

• How does poetic form reflect the social and historical context of a time period?

Elizabethans believed that they lived in an orderly world based on a grand universal design as exemplified in the sonnet and sonnet cycle. Conversely the pleasures of simple life are celebrated in Pastoral poetry.

• How have dominant pieces of literature been inspired by poets?

The Schools of Jonson and Donne turned away from ornate Elizabethan poetry to create a modern strong voice. The poetry of Donne confronts the uncertainties of parting and death.

• How can poems written in different eras and genres be compared?

A literary work can define and unite a culture after turmoil and civil war. • How do epic poems express cultural values and universal themes, and function as historical documents?

The philosophy of Carpe Diem greatly affected the Cavalier poets.

• How is the conflict between good and evil this theme challenged both in your understanding of the world and in Milton’s Paradise Lost?

The English language of the 17th century became a fluid combination of Anglo-Saxon, Gaelic, Latin, and French. The poetry of the time expressed this fluidity and the philosophical ideas, abstract theories, and humorous wordplay of the seventeenth century.

• How does Humanism reflect the changing society of the Renaissance?

KNOWLEDGE

SKILLS

CCS

Students will know: The historical, social and political background of the Renaissance, English Civil War, the seventeenth century and the Restoration (Great Chain of Being, Divine right of kings) have an effect on the writers and literature of the periods. Literary techniques such as metaphysical conceits, paradox, epigrams, and other poetic devices contribute to the meaning and significance of literary works. Read critically and annotate poetry,

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 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 to produce a complex account. Provide an objective summary of the text. Cite clear 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.

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compare and discriminate between ideas, specific word choice and stylistic elements. Shakespearean language conventions, influence, and legacy has an effect on modern language and literature.

How to compare and contrast different modes of expression and poetic forms and constraints of each and be able to engage in an academic conversation. How to write creatively and concisely, critically choosing words and phrases that most effectively convey writer’s meaning.

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. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Initiate and participate effectively in a range of collaborative discussions with diverse partners on important topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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The Age of Reason/ The Art of Satire

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The turbulent era of the eighteenth century in England, due to religious strife and the struggles of political factions, greatly affected the writers and in turn the non-fiction and literature pieces of the century.

• Why has this period been titled “the Age of Reason”? • Why is it logical to consider it a reaction to the

Renaissance? Theories in Neoclassicism, Age of Reason, Enlightenment and Augustan Age pertain to the literature and philosophy of the 18th century. Understand the literary values of the age.

• How did the ideas of political freedom and “natural rights” affect the nature of English life and culture? How is this found in our current era?

Satire is a writing that uses wit and humor to expose and ridicule human vice and folly. • Why has satire (not) maintained relevance? The individual perspectives of the diary or journal format help bring readers into a private world and create a strong sense of intimacy and understanding of that particular time period.

• How can the use of satire open avenues for discussion and social change?

The Enlightenment, an intellectual movement that stressed the setting down of knowledge greatly affected the writers and literature of the eighteenth century.

• To what extent did the English coffeehouse act as an alternate sphere for intellectual thought, and what is our current sphere of intellectual thought?

Satire cannot be great without having at its core a moral idealism expressing itself in righteous indignation.

KNOWLEDGE

SKILLS

CCS

Students will know: The historical, social and political background of the Restoration and eighteenth century, Juvenalian and Horatian satire, devices and types of satire contribute to the meaning and significance of literary works. Different literary forms of personal expression: political angst through satire, diary, journal, essay, and pamphlet form allow readers to explore a plethora of emotional outlets through writing. Read critically and annotate informational text in order to argue

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. 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.

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what constitutes an effective satire and evaluate current social, political, and economic issues. How to evaluate satire, formulate an effective argument, write and be able to communicate it successfully. Digital research skills and literacy are crucial to becoming an informed citizen in our modern world. Compare and contrast Swift’s Modest Proposal to a current world issue and write an original modest proposal by utilizing the literary techniques, economic diction and formal language.

Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. Initiate and participate effectively in a range of collaborative discussions with diverse partners on challenging topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Conduct a sustained research projects to answer a question or solve a problem. Narrow or broaden inquiry when appropriate. Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation. 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. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Dystopian Society/ The Dangers of Totalitarianism

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The concept of a dystopia is used to examine and analyze contemporary social ills. • Why are people torn between the desire to conform and

the desire to be individuals? Writers use dystopian works to protest wrongs in their own society and government. • To what extent does technology both improve and

damage people’s lives? Dystopian literature can shed light on the nature and loss of human dignity. • What is the importance of human dignity, memory and

history? Informational and surveillance technology can have both positive and negative implications

• What are the psychological effects of totalitarianism and conformity both in history and in your world?

Totalitarian governments restrict personal freedoms through the use of conformity, brainwashing, propaganda, and fear.

• What are the societal and historical influences surrounding the writing of Nineteen Eighty-Four and how are they manifested today?

The formation and destruction of language can be used to restrict thought and rebellion.

• What is the significance of language in the production of values and formation of identity?

KNOWLEDGE

SKILLS

CCS

Students will know: The history, effects, and modern examples of totalitarianism, propaganda, paradox, imagery, and irony add to the meaning and significance of both social historical periods and its effect on literature. Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments about information, validity of work and both historical and literary significance of dystopian works.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. Analyze the development two or more themes or central ideas over the course of a text, including how they interact and build on one another to produce a complex account. Provide an objective summary of the text. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

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The importance of language and preservation of language, read critically, analyzing and evaluating informational text. Create Socratic seminar questions and participate in discussions on informational technology, surveillance technology, source credibility and literature. How to research by using various digital and internet sources, evaluate sources, synthesize information and relate to literature.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Initiate and participate effectively in a range of collaborative discussions with diverse partners on pertinent topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Delineate and evaluate the reasoning in seminal U.S. texts, including

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Writing a research based synthesis essay requires original thought supported by information from credible sources.

the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short research projects to answer a 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. 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. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems,

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evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 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.

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Romanticism/ Nature and the Human Condition

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The artists and writers of the Romantic movement reflected and influenced change in both literature and culture of the period.

• What are the beliefs of Romanticism, how are they proved in works of the period, and are they a precursor to twentieth century individualist ideals?

Romanticism is a worldview favoring imagination and emotion over reason and restraint. • Why did certain philosophical and political movements affect Romantic writers?

The Romantic movement encompasses all aspects of human nature and the influence of nature on humanity.

• How has poetry evolved in time? How is Romantic poetry a response to the Age of Reason?

The French, American and Industrial revolutions affected and are reflected in the writings of the time period.

• How are the Gothic elements evident in the novel Frankenstein, and how are they counterintuitive to Mary Shelley’s upbringing?

Romanticism is both a historical period and a concept. • What is the importance of voice in Romantic poetry? Philosophers and poets emphasized individual variations in perception and the capacity the receptive consciousness has to filter and re-create reality.

• Are the philosophies of William Godwin and Jean Jacques Rousseau evident in literary works and contemporary thought?

Writers of the period glorified the ordinary, infused the supernatural, Romance, and psychological extremes to emphasize human experience and understanding.

• Is this period still relevant? How and Why?

The novel Frankenstein is a foundational Romantic and Gothic work, encompassing the political, philosophical, scientific, and literary movements of the period.

• Why has Frankenstein piqued audiences’ interest for nearly two centuries?

KNOWLEDGE

SKILLS

CCS

Students will know: The social, political, philosophical, psychological influences and history of the time period are reflected in the changing voice and style of poetry. Romantic reverence for nature, its effect on the poets and human nature mirror 20th century individualist thought.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. 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 to produce a complex account Provide an objective summary of the text.

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How to read critically and annotate poetry, analyze poetic terms and techniques such as symbols, rhythm and rhyme, imagery, alliteration, consonance, assonance, internal rhyme, and speaker enable the reader to dissect and evaluate works of fiction. Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility, blindness/sight, abandonment, role of science, fear of the unknown, revenge, and doppelganger. Be able to journal thematically and personally respond to a variety of topics.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. 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. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. 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. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis. Provide an objective summary of the text. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning

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How to engage in academic discussion ultimately connecting literature, scientific history and discovery, impact and legacy of Frankenstein as it relates to human nature.

words and phrases based on reading and content, choosing flexibly from a range of strategies. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes Initiate and participate effectively in a range of collaborative discussions with diverse partners on controversial topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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The Victorian Era/Progress and Decline

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The economic changes under Queen Victoria and the Industrial Revolution caused shifts in social classes and its effect is seen in the literature of the period.

• How is the Victorian Era a time of progress and decline?

“The Victorian Compromise” and its effect on society and the literature of the time and its application to today’s society.

• How effective was the novel as a form of social criticism of the Victorian Era?

The continued influence of the Romantic Poets eventually transformed into the movements of Realism and Naturalism and their effect on the literature of the time.

• Has realism and naturalism changed how society views literature and its purpose?

The novel’s reflection of the major social issues of the Victorian Era • In what ways have the views on respect, marriage, family, class, and gender influenced the literature of the period and thinking today?

Victorian morals and values impact on the literature of the period and today’s society. • Why has the struggle between the individual and society become a theme in literature of the period?

Satire is a writing that uses wit and humor to expose and ridicule human vice and folly.

• What is the effect of the philosophy of utilitarianism on the writings of the period?

The philosophies of utilitarianism and imperialism affected the culture and literature of the period.

• Is 21st century mainstream America still Victorian?

KNOWLEDGE

SKILLS

CCS

Students will know: The use of Social Criticism in the novel and how to identify the writer’s purpose in highlighting specific societal ills which can be communicated effectively and form a bridge to the Modern era. Literary techniques such as dramatic monologue, mood as a key to theme, rhythm, and meter, the qualities of parody and irony as forms of social critics of the era

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. Initiate and participate effectively in a range of collaborative discussions with diverse partners on morality-based topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Analyze how an author’s choices concerning how to structure specific parts of

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Naturalism’s use of scientific observation, social reform, the portrayal of nature as harsh and indifferent and Realism’s use of ordinary people facing everyday problems focus on democracy and the growing middle class is in conflict with previous historical and literary periods. These shifts in ideology reflect a shift in society.

a text contribute to its overall structure and meaning as well as its aesthetic impact. 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 to produce a complex account. Provide an objective summary of the text. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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RANDOLPH TOWNSHIP SCHOOL DISTRICT English III/Unit 9

The Modern and Postmodern Periods/A Time of Rapid Change

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Progress in science and technology and advances in communication and transportation made life easier and brought the world together, while modern warfare tore it apart and the effects of these conflicts are exemplified in literature of the Modern age.

• How have the Modern and Postmodern eras been a time of rapid change? In what ways is this change exemplified in the literature?

The historical upheaval and philosophical changes of the age greatly affected writers’ views on humanity and the human condition.

• How have the effects of WWI, WWII, and the Cold War impacted the literature of the period and persist today?

The short story’s ability to allow readers to examine human nature and experiences through the narrow focus on conflict and character.

• In what ways have the historical and philosophical changes influenced humanity and the human condition?

The Modernist Movement is a response to the fragmented world created by mass society and industrialism.

• How has the increased use of the short story become a reflection of the Modern and Postmodern Movements?

The Postmodern Movement that replaced the hopeful response with a more cynical questioning of the nature of art and perception.

• Has society grown too disillusioned?

KNOWLEDGE

SKILLS

CCS

Students will know: Literary techniques such as irony, symbols, mysticism, ghost story, tone, setting, atmosphere, point of view, voice, stream of consciousness, elements of a short story and their narrow focus on characters, theme, setting, plot, and conflicts add to the understanding and significance of literary works.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Cite clear, 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. Analyze two or more themes or central ideas as they develop over the course of the text, including how they interact and build on one another to produce a complex account. Provide an objective summary of the text. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

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Definitions of cynic and pessimism and the changes these caused in the literature of the time, compare/ contrast the writers of the period, the use of cultural conflicts and their effect on the literature of the time. Analyze and explicate the effects of the major movements of the period in the literature, read critically and annotate informational text. Create discussion questions and arguments based on current events and how they relate to the literature of the time period.

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. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes. Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing your own clearly and persuasively.

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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. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

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RANDOLPH TOWNSHIP SCHOOL DISTRICT English III

Primary Source/Argumentative Paper

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The primary source/thesis paper is the capstone learning project of the writing process. • How can I, as a writer, most effectively organize

thoughts and materials in order to successfully transfer ideas into print?

The process involved with reading and writing expands our understanding of the world, its people, and oneself.

• What is the difference between summarizing information and analyzing text?

Writers must organize topic, clarify meaning, and effectively communicate to their audience. • What is the purpose of the writing process? The primary source essay is a thesis driven analytical argument, shedding new insight on a chosen text.

• What is the significant connection between reading and writing?

It is a comprehensive and focused analysis of a chosen work, building on the foundation of critical reading and annotation.

• How can an emerging thinker and writer synthesize information and create an original analytical thesis statement?

KNOWLEDGE

SKILLS

CCS

Students will know: Critically read a significant British work and be able to substantiate an argument.

Students will be able to: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world 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. Analyze the development of two or more themes or central ideas of a text. Provide an objective summary of the text. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. 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,

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To utilize pre-writing/writing strategies (note-taking, outlining, rough draft, final), be able to write both on demand and create longer more significant pieces. Discerning reputable sources and how to use multiple resources (print, internet, databases) for knowledge and understanding requires careful reading and research. Furthermore, it is imperative to give appropriate credit by citing paraphrased and quoted text, as you take a primary source, a significant work of literature, and create an argument around an original analytical thesis statement. Distinguish between an argument essay and a persuasive essay and to formulate a primary source argumentative paper by creating, organizing, developing and proving a thesis statement.

including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising,

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editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes.

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Appendix A - Resources:

The resources on the following pages are intended to be used collaboratively among the teaching team to help establish and maintain standards and expectations. Through a relentless attention to clarity and support, our teachers can help our students learn how to command language and structure in any writing assignment for any audience. Randolph High School students will identify themselves as writers who will not be daunted by the expectations of a timed writing on a high stakes test any more than they would be cowed by the assessment criteria for a sustained research paper or college application essay. Rather, our students will have the experiences and skills that translate to any writing situation.

Junior Paper English III

Purpose:

The junior paper is an opportunity for you to demonstrate your analytical writing ability as cultivated

over the past two years by applying a critical approach to a novel of your choice from the British Tradi-tion (United Kingdom and Commonwealth) while exploring the meaning and construction of a piece of literature. A product of this unit is that you will be able to answer the question: How does analyzing au-thor’s craft and purpose in writing as supported through research further enhance the depth of meaning for that text?

Requirements: Read one novel of your choice of an author from the British Tradition. Construct a thesis that conveys a complex, interpretive idea about the literary work and is developed

through an organized, effective structure. Complete note taking activity (entry journals/ novel notes) Complete outline Complete draft with work cited page Complete final paper with work cited page

o Paper should be 4-6 pages for A level classes (excluding the work cited page) o Paper should be 4-5 pages for B level classes (excluding the work cited page) o Paper should have a clear thesis, an in-depth discussion analyzing the novel, textual evidence to

support your argument and a significant conclusion. o Each body paragraph must contain at least one direct quotation with MLA in text citations as

support o All quotations must be incorporated, analyzed and cited correctly o The paper must include an MLA works cited page

Assessment: Proposal & original thesis statement Note taking Outline Draft Final Paper

English III: Literary Analysis Essay Rubric

Form ___ Heading and title formatted correctly/ pages numbered/ top right hand corner ___ Paper typed, Times New Roman/ 12 pt. font/ double spaced ___ All paragraphs are indented/ no extra space between paragraphs ___ Citations formatted correctly for any and all sources/ block included ___ Textual support provided in each body paragraph ___ Works Cited page formatted correctly ___ Thesis is the last sentence of the introduction ___ Thesis statement is analytical, appropriate and well phrased _____ Total Content/ Analysis/ Evidence ___ Introduction includes main topics, hook, and includes compositional risk ___ Each body paragraph has a clear topic sentence that thoroughly introduces the topic, clear connection to thesis statement ___ Quotations are incorporated, presented, introduced, and explained ___ Quotations are purposeful and useful, offer appropriate evidence ___ Information that needs to be cited is cited ___ Content requires little to no explanation, cohesive and clearly written ___ Clear, logical progression of ideas ___ Content is not a summary of the novel ___ Detailed analysis of the novel is included in each body paragraph ___ Conclusion restates the thesis and provides closing for the essay, leaves a lasting impression ___ Thesis is proved using effective and appropriate examples and analysis _____ Total

Mechanics ___ Proper verb tense, avoid passive voice ___ Literary present tense ___ Paper does not contain run on sentences or fragments ___ Commas are used correctly ___ Subject/ verb agreement ___ Very few spelling errors, including general typing errors ___ Vary sentence beginnings ___ Vary sentence structure ___ Avoid awkward phrasing/ Appropriate word choice ___ Essay is written in an academic tone, is not informal, colloquial or conversational ___ Transitional phrases are used to enhance the progression of ideas ___ Paper does not contain contractions, abbreviations, and /or slang _____ Total *** No paper fewer than 4 FULL PAGES will receive credit of more than 50%- Pages do not

include the Works Cited page***

***Plagiarism of ANY kind (part or all of the paper) will result in NO CREDIT and administrative action according to the Randolph Board of Education policy***

FINAL GRADE: Form _____ +

Evidence _____ +

Content _____ +

Mechanics _____ = Total Points _____

Letter Grade _____

Medieval Period Unit English IIIB Project Outline

Group Names: ______________________________________________________________________________ Assigned Story: ______________________________________________________________________________ Part 1- Medieval period history and culture – Class systems, orders, Church and state

PowerPoint notes and discussion – Comparison to modern day Part 2 – Group work and preparation for presentations

Read stories as group and answer questions- One typed sheet will be collected from each group. Identify elements of fiction in story Summarize, analyze, and evaluate the story as a whole Prove genre Connect to Medieval history Part 3 – Teaching Presentations – 20 Minutes

Requirements: 1. Teach the story to the class – Students will have read the story the night before for

homework. Use a graphic organizer to explain the story. Create a worksheet, power point, notes, webs, prezi, etc…

2. Identify and explain use of literary elements, type of story, and connection to the Medieval Period.

3. Activity – Create an activity for the class. There are a variety of choices that you can choose from such as individual, large group, or small group. Some ideas are: game, partner work, group work, power point with questions, create a movie, soundtrack/ music, detailed comic strip, newspaper, gossip paper/ columns, use technology, etc…

4. CREATIVITY!!!! 5. You need to be an expert on your particular story and be able to answer the questions of the class and the teacher.

Part 4 – Assessment- You will be formally assessed after all presentations in the form of an essay. The essay will be formal, analytical, and written in class. You must incorporate specific details and textual support. ***You are all responsible for the type of communication within your groups. You must be in contact and ready

if a group member is absent or not prepared. Presentations will continue as scheduled***

Medieval Period Presentations

Rubric/ Test Grade English IIIB

Group Names:

Story Assigned: Presentation Requirements: 1. Summarize, analyze, and evaluate the story as a whole / 2. Identify elements of fiction in story (Literary Elements) / 3. Proves genre of story / 4. Connection to the Medieval History / 5. Activity – Connects to the story, teaches a lesson with the story, / is organized and includes the entire class. 6. CREATIVITY!!!! / 7. Group is able to answer the questions of the class and/or the teacher. / 8. Organization ~ familiar with material, interesting, keeps audiences’ interest in mind, / imagination and creativity 9. Posture, eye contact / 10. Volume of voice, clear articulation, variety, enthusiastic /

TOTAL /100

A Modest Proposal

English IIIA/B

• Write A Modest Proposal of your own. Offer an ironic solution to a serious problem facing the United States or other nations.

o Focus on social, societal, or economic issues- big picture o Incorporate the main elements of Swift’s satire: the authoritative speaker, the problem, the au-

dience, the proposal that will shock the audience into action, and the rational/logical solution. o Your own proposal must be 6 paragraphs in length and incorporate the following elements:

Paragraph #1

• You must begin this paragraph using the following quote: “It is a melancholy object to those who walk through this ___________ when they see…”

: State the major issue. (Swift’s problem was that he saw women on the streets of Dublin begging for food for their children because of Ireland’s poor economy.)

Paragraph #2(Who is involved in the solution? What are a few of the absurd benefits or absurd advantages?)

: Begin proposing a solution to the problem you mentioned in paragraph #1.

• You must begin this paragraph using the following quote: “Whoever could find out a fair, cheap, and easy method of …”

Paragraph #3

• You must begin this paragraph using the following quote: “I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.”

: Describe in detail the impractical/absurd solution. Explain step by step this solution.

Paragraph #4

• You must begin this paragraph with the following quote: “I think the advantages by the proposal which I have made are obvious and many, as well as of the highest importance.”

: Convince your audience that your absurd solution is a good idea. State a minimum of three absurd advantages to your absurd solution (Swift offered six).

Paragraph #5

• You must begin this paragraph using the following quote: “I can think of no one objection that will pos-sibly be raised against this proposal…”

: State the real/logical solution in italics. Include real benefits and advantages.

Paragraph #6

• You must begin this paragraph using the following quote: “I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this necessary work, having no other mo-tive than the public good of __________”

: Conclude your modest proposal.

*All essays must be typed (Times New Roman, 12) *Must write no more and no less than 6 paragraphs, and follow structure and topic sentences given *No late papers- this essay will be presented in a class coffeehouse activity- in order to receive credit for the essay and the activity you must have your essay on the due date!!!

English IIIA/B

Modern Modest Proposal Rubric: Name:

Points/ Percentage

Organization ______X 1

All analysis is well organized in a logical and flowing manner. Elimination of filler.

All analysis is organized in a logical and flowing manner. Little filler.

Most analysis is organized in a logical and flowing manner. Some filler.

Analysis lacks clear organization. Too much filler.

Analysis is not mentioned in the controlling idea of the paragraph.

Analysis- Swift-esque; Satirical evidence ______X 2

All analysis is comprehensive, well-supported.

Analysis is comprehensive, well-supported.

Analysis is somewhat comprehensive, but supported.

Analysis is present but lacking explanation and support.

There is no evidence of clear analysis.

Sentence Structure ______X 1

Excellent variety in length, patterns, subordination, and openings.

Variety in length, patterns, subordination, and openings.

Some variety in length, patterns, subordination, and openings.

Little variety in length, patterns, subordination, and openings.

No variety in length, patterns, subordination, and openings.

Diction ______X 2

Strong word choices, inclusion of figurative language, elimination of “bland” words.

Good word choices, inclusion of figurative language, elimination of “bland” words.

Somewhat good word choices, some inclusion of figurative language, some elimination of “bland” words.

Weak word choices, little inclusion of figurative language, no elimination of “bland” words.

Weak word choices, no inclusion of figurative language, no elimination of “bland” words.

Mechanics _____X 1

Very few, if any, spelling, punctuation, or usage errors. No shifts in verb tenses.

Few spelling, punctuation, or usage errors. Few shifts in verb tenses.

No consistent spelling, punctuation, or usage errors. Some shifts in verb tenses.

Numerous spelling, punctuation, or usage errors. Numerous shifts in verb tenses.

Severe spelling, punctuation, or usage errors. Too many shifts in verb tenses.

_______/

FRANKENSTEIN Reading Journal

I am asking you to keep a dialectical journal as you read Frankenstein. This is a 2-sided response journal in which you record quotations from the novel on the left side of the page and then respond to the quotations on the right side. Another way to look at this is as “The author says” and “I say.” I would like you to keep a journal for each chapter of Frankenstein and to include the following information:

• Chapter number • Speaker/Narrator of each quotation • Quotations related to one of the themes listed on this paper with page numbers • Quotations related to a Romantic element • Quotations related to other literature/ poetry/ authors we have studied in the Ro-

mantic period • Responses to each quotation of no less than 3 sentences/45 words.

Chapters in Frankenstein average around 6-7 pages. Please include the number of quotations in your journal based on the following: 2-4 Quotations per chapter Consider each Walton letter a chapter Your response to each quotation should explain how it relates to one of the themes and why the quotation is significant. Some quotations may relate to more than one theme, and you should note this fact. Themes: Nature Quest for Knowledge (positive & negative) Ambition Obsession Revenge Parent/Child Relationships Friendship Rejection/Alienation Justice/Injustice Abandonment Human Society Guilt Beauty Science (often called “Natural Philosophy”) Human Nature Responsibility Fear Morality/ Ethics These journals will be used in various ways. Sometimes they will serve as discussion starters. Sometimes I will collect and grade them. Sometimes they will be the basis of an in-class writing assignment.

English III (A/B) 1984 Researched Analytical Essay

Purpose:

• The 1984 researched analytical essay is an opportunity for you to synthesize information from sources and discuss your analysis of a topic. You will focus on one of the major issues in the novel 1984 by George Orwell and use information from credible nonfiction sources to prove your thesis statement. Your paper must chal-lenge, defend, or qualify a topic in 1984. Use direct quotations from both the novel and your sources to sup-port your thesis statement. You must also explain how the information supports your main idea. Do not simply paraphrase or summarize source information.

Requirements:

• Topic and complete thesis statement must be approved prior to writing essay • Three annotated research pieces • Complete outline • MLA Works Cited page • Paper will be completely written in class

o At least one quotation per article in the essay o At least one parenthetical citation from the novel per paragraph o Clear thesis statement, analysis of 1984, and textual support. o Correctly cited sources using MLA format

***Not completing the topic outline and/ or research will result in a zero for the assignment***

***Not completing the in class essay will result in an incomplete for the marking period***

1984 Researched Analytical Essay

CATEGORY Excellent Good Satisfactory Needs Improvement

Total _____ / _____

Form/Citations _____/_____

Heading and title are formatted correctly. Thesis is the last sentence of the introduction. Thesis statement is analytical, appropriate and well-phrased. Sources are correctly cited throughout the paper. The Works Cited page is cited correctly, typed in size 12 Times New Roman, and is double-spaced.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. A few errors in formatting. All sources are identified. Some errors in citations. All necessary quotations are included.

The introduction states the main topic, but does not adequately preview the structure of the paper. It particularly inviting to the reader. Multiple errors in formatting. Some sources are not identified. Errors in citations. Missing source info throughout.

There is no clear introduction of the main topic. Thesis statement is not analytical and is poorly phrased. Multiple errors in formatting. The Works Cited page is missing. Multiple errors in citations.

Content/ Analysis/ Evidence _____/_____ X2

There is one clear, well-focused topic for each paragraph. Main idea stands out and is supported by detailed information. All information supports thesis. Outstanding evidence and use of quotations. Completely proves the thesis statement.

Main ideas are clear but the supporting information is general. Most evidence is anecdotal and not of higher level. Minimum amount of quotations reached. Proves the thesis statement.

Main ideas are somewhat clear but there is a need for more supporting information. Missing 1-2 quotations. Does not prove the entire thesis statement.

The main ideas are not clear. There is a seemingly random collection of information. Missing multiple quotations. Does not prove the thesis statement.

Organization/ transitions _____/_____

A variety of thoughtful transitions are used. They clearly show how ideas are connected. Cohesive essay throughout.

Transitions clearly show how ideas are connected, some variety.

Some transitions work well. Unclear connections between ideas. Little variety.

The transitions between ideas are unclear or nonexistent.

Mechanics _____/_____

Writer makes no errors in grammar or spelling that distracts the reader from the content. Writer successfully attempts compositional risk.

Writer makes 2-3 errors in grammar or spelling that distract the reader from the content.

Writer makes 4-5 errors in grammar or spelling that distract the reader from the content.

Writer makes 6 or more errors in format, grammar or spelling that distract the reader from the content.

Annotated Sources and Outline _____/_____

At least three sources are annotated and are attached to the essay. The outline is typed, written in size 12 Times New Roman, and is formatted correctly. The outline is logical, supports thesis, provides essay unity, and incorporates all research.

Only two sources are annotated and attached to the essay. The outline is typed and written in size 12 Times New Roman font. Few errors in format. The outline is logical, supports thesis, provides most essay unity, and incorporates most research.

Only one source is annotated and attached to the essay. Some errors in outline format. The outline is somewhat logical, provides some essay unity, and incorporates some research.

Sources are not annotated. Multiple errors in outline format.

The outline does not follow a logical order of ideas, little to no essay unity, and little to no research incorporated.

Incomplete outline.

Junior Paper English III AP Language and Composition

Purpose:

The junior paper is an opportunity for you to demonstrate your analytical writing ability as cultivated over the

past two years by applying a critical approach to a novel and 4-6 poems of your choice from the British Tradi-tion (United Kingdom and Commonwealth) while exploring the meaning and construction of a piece of litera-ture. A product of this unit is that you will be able to answer the question: How does analyzing author’s craft and purpose in writing as supported through research further enhance the depth of meaning for that text?

Requirements: Read one novel and 4-6 poems of your choice of an author from the British Tradition. Construct a thesis that conveys a complex, interpretive idea about the literary work and is developed through

an organized, effective structure. Complete annotated bibliography of novel and poems with a sample introduction Complete draft with work cited page Complete final paper with work cited page

o Paper should be 8-10 pages o Paper should have a clear thesis, an in-depth discussion analyzing the novel and poems, textual evi-

dence to support your argument and a significant conclusion. o Each body paragraph must contain at least one direct quotation from each source with MLA in text ci-

tations as support o All quotations must be incorporated, analyzed and cited correctly o The paper must include an MLA works cited page

Assessment: Proposal & original thesis statement Note taking Draft Final Paper

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Eleventh Grade English Curriculum english grade 11 9 1 12.pdfEleventh Grade English . Curriculum “Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.”