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Teacher: Mr. Hanson Course: British LiteratureUnit Four: UNIT THREE—THE RESTORATION AND ENLIGHTENMENT (1660-1798)

Part I—Views of Society; Part II—Arguments for Change; and Part III—Revelations About Human Nature (18 days)

Unit description: Development of the English language and literary historyNVACS ELA Standards: (Look in the NVACS) http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_Support/Nevada_Academic_Standards/K-12_ELA_Standards_ADA_Accessible.pdf

Day Daily Outcomes/Content

Resources

Day 110 January

Part I— Views of Society

Objectives for the Day

Appreciate the historical setting and context of English Restoration literature.

Active Reading— Use strategies for understanding informational texts.

Activities for the Day

Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.

Introduce Unit Three The Restoration and Enlightment, Part I Views of Society in the Language of Literature textbook. Students will examine the illustration and Samuel Johnson quotation on pages 514-415, and respond the following questions: What does “restoration” mean? And what does “enlightenment” mean?

Students will examine the time line on pages 516-517 and compare and contrast events in British literature with historical events in Britain and the world.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the Restoration and Enlightenment 1660-1798 from page 518 to The House of Hannover on page 520.

Classroom Text: McDougal Littell The Language of Literature, British Literature

ENGAGEMENT ACTIVITY: Students will review the timeline on pages516-517 and determine in which of the three half-centuries they would prefer living if they were transported back in time to spend the rest of their lives. They will then use the “slide rule” strategy to exchange that information with one another.

In the Language of Literature textbook, continue reading—at least taking turns in part aloud together; then vary reading strategies from individual to small group— from page 520 The House of Hannover to the end of page 523.On the daily writing sheets, students will answer the following question: why does this period represent such an important era in the development of the English language and its literature.

Day 211 January


Literary Analysis—Understand and appreciate excerpts from a diary. Literary Analysis—Understand the purposes and characteristics of a

diary. Active Reading—Make inferences about character traits based upon

details in a diary.



Review and discuss what was learned in the last class session in reading about the historical context of English Restoration literature.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 525 From the Diary of Samuel Pepys. Next, students will read the short biography of Samuel Pepys on page 533.

In the Language of Literature textbook, read—at least taking turns in part aloud together— “The Diary of Samuel Pepys” pages 526-528 to The Great London Fire of 1666; discuss in class.

ENGAGEMENT ACTIVITY: Cross the Room—students will take sides across the room to discuss the advantages and disadvantages of keeping a diary or a journal.

Continue reading the Diary of Samuel Pepys, from The Great London


Fire of 1666 on page 528 to the end on page 531.On the daily writing sheets, students will answer questions one through five on page 532.

Day 316 January


Literary Analysis—Understand and appreciate excerpts from two verse essays that explore the contradictions in human nature.

Literary Analysis—Identify and understand heroic couplets. Active Reading—Analyze the author’s ideas to appreciate and

understand the two verse essays under discussion.



Review and discuss what was learned in the last class session in reading about Samuel Pepys’ Diary.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 534 from “An Essay on Man” and “Epigrams from An Essay on Criticism” by Alexander Pope. Next, students will read the short biography of alexander Pope on page 539.

In the Language of Literature textbook, read—at least taking turns in part aloud together—from “An Essay on Man” page 535. Students will then work with a partner to “think-pair-share” answers to questions on through four on page 538, which should be placed on the daily writing sheets.

ENGAGEMENT ACTIVITY: Move to the Center: Forming a large circle, students will move to the center based upon the degree to which they feel they can accurately answer the questions posed by the instructor.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 540 “The Acorn and the Pumpkin” and “The Value of Knowledge” both of which are fables by Jean de la Fontaine.

In the Language of Literature textbook, read—at least taking turns in part aloud together—and discuss in class “The Acorn and the


Pumpkin” on page 541, and then likewise “The Value of Knowledge” on pages 542-543. The instructor will then distribute the French-English copies of “La Cigale et la Fourmi,” and “Le Corbeau et le Renard,” also by LaFontaine, to expand the discussion of La Fontaine’s caricatures of human nature.

On the daily writing sheets, students will answer questions one through four on page 544.

Day 417 January


Literary analysis—Understand and appreciate 18th century newspaper essays.

Literary analysis—Appreciate the author’s use of the informal essay to explore the manners and morals of the day.

Understand the author’s purpose in order to appreciate the informal essay.



Review and discuss what was learned last class session about the writings of Alexander Pope and the fables of La Fontaine.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 548 from The Spectator informal essays by Joseph Addison. Next, students will read the short biography of Joseph Addison on page 553.

In the Language of Literature textbook, read—at least taking turns in part aloud together—and discuss in class the short essays Plan and Purpose on page 549, and Country Manners and on Courtship and Marriage on page 550.

ENGAGEMENT ACTIVITY: Move to the Center—Forming a large circle, students will move to the center based upon the degree to which they feel they can accurately answer the questions posed by the instructor.

In the Language of Literature textbook, read—at least taking turns in part aloud together—and discuss in class the short essays Lugubrious People and Advantages of Marriage on page 551.


On the daily writing sheets, students will answer questions one through five on page 552.

Remaining time will be spent reviewing current grading status of those curious to know.

Day 5 January

18


Literary analysis—Understand and appreciate personal letters that provide insight into 18th Century English society.

Literary analysis—Appreciate the author’s use of parallelism. Active Reading— Make generalizations about personal letters.



Review and discuss what was learned in the last class session about the informal essays of Joseph Addison.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selections on page 554 from Letters to His Son by Philip Stanhope, Lord Chesterfield, and Letter to Her Daughter by Lady Mary Wortley Montagu. Then read and discuss the short biographies of Lord Chesterfield and Lady Montagu on page 565.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— from Letters to His Son by Philip Stanhope, Lord Chesterfield, pages 555-558. Students will then answer questions one through three on pages 558 on their daily writing sheets.

ENGAGEMENT ACTIVITY: Mingle to the Music—students will mingle to the music to exchange their answers to question three on page 558 concerning the relationship of Lord Chesterfield to his son, comparing and contrasting it to Lord Chesterfield’s own distant relationship with his father.

In the Language of Literature textbook, continue reading—at least taking turns in part aloud together; then vary reading strategies from individual to small group— from page 559 Letter to her Daughter to the end of page 562.


On the daily writing sheets, students will answer questions one through four on page 564.

Day 6January

22

Part II— Arguments for Change


Literary Analysis—Understand and appreciate a piece written in the essay genre.

Literary Analysis—Appreciate the author’s use of a persuasive essay to explore arguments for the education of women.

Active Reading—Analyze a formal argument.



Review and discuss what was learned in the last last session about the letters written by Lord Chesterfield and Lady Montagu to their children.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 577 From An Academy for Women by Daniel Defoe. Next, students will read the short biography of Daniel Defoe on page 583.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together; then vary reading strategies from individual to small group—from An Academy for Women by Daniel Defoe.

Students will then answer questions two through five on page 582. ENGAGEMENT ACTIVITY: Stand Up/Sit Down statements about the

role of women in society will be asked by the instructor; all students will stand at the beginning of each question and sit only when they disagree with one of the statements.

In the Language of Literature textbook, read—at least taking turns in part aloud together— the information about satire on pages 584-585. Particularly review the information on strategies for reading satire.


Day 7 Objectives for the Day Classroom Text: McDougal Littell

January23 Literary Analysis—Understand and appreciate a satire.

Literary Analysis—Appreciate the author’s use of fantasy. Active Reading—Use visualization to appreciate the fantasy in

Gulliver’s Travels.


Introduce Unit Three The Restoration and Enlightment, Part II Arguments for Change in the Language of Literature textbook


Review and discuss what was learned in the last class session in reading about Daniel Defoe and the Academy for Women.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together; then vary reading strategies from individual to small group—the Author Study of Jonathan Swift on pages 586-589. Particularly review the timeline at the bottom of the pages.

In the Language of Literature textbook, read—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the “Preparing to Read” selection on page 590 from Gulliver’s Travels by Jonathan Swift.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together—from Gulliver’s Travels page 591 through page 593 to the paragraph ending in the words Hekinah Degul.

ENGAGEMENT ACTIVITY: Check the other side’s daily writing. Students will review how well their peers from the opposite side of the classroom have complete the daily writing assignments for the week to this point.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together; then vary reading strategies from individual to small group from page 593 beginning with the last paragraph on that page through the last full paragraph on page 595, which ends with the words “…adorned with one of these girdles…”

On the daily writing sheets, students will answer the following question: What is the role of fantasy in modern literature today?

The Language of Literature, British Literature

Day 8January

24


Literary Analysis—Understand and appreciate a satire. Literary Analysis—Appreciate the author’s use of fantasy. Active Reading—Use visualization to appreciate the fantasy in




Review and discuss what was learned in the last class session in Gulliver’s Travels.

In the Language of Literature textbook, read and discuss—at least taking turns in part aloud together; then vary reading strategies from individual to small group from the last paragraph on page 595, which begins with the words “I had sent so many memorials…” to the end of page 599.

ENGAGEMENT ACTIVITY: Line Up students will share their opinion on an issue as the instructor reads a statement to the class. At one end of a designate line students who agree with the statement will line up according to how strongly they agree with it; at the other end the students will arrange themselves in a continuum according to how strongly they disagree with the statement.

In the Language of Literature textbook, begin reading and discussing—by scanning the entire text to note headings, pieces of art, and called-out quotations—taking turns in part aloud together; then vary reading strategies from individual to small group from page 600 to the bottom of page 603.

Students will then answer questions one through five on page 599 on the students’ daily writing sheets.


Day 9January 25


ROBBY BURNS’ BIRTHDAY CELEBRATION—Learn to appreciate the singular importance of Robbie Burns’ poetry to the shared Scottish and British literary heritage.Literary Analysis—Understand and appreciate the development of and distinctions between Scots English and Standard Received English

Robby Burns Handout

(AKA the King’s/Queen’s English).



Review and discuss what was learned in the last class session about Gulliver’s Travels.

Students will review the poems designated by the instructor in the Robert Burns handout.

ENGAGEMENT ACTIVITY: Students in instructor-assigned pairs or trios will select one of the poems of Robert Burns in the handout, for which they will use scansion to analyze the work’s structure; they will then evaluate its meaning, and paraphrase it. Students will then mingle to the music to exchange their analyses with each other.

On the daily writing sheets, students will answer the following question: what value does poetry have on the national level? What poems have greatly influenced the history of the United States?

Day 10January 29


Literary Analysis—Understand and appreciate a satire. Literary Analysis—Appreciate the author’s use of fantasy. Active Reading—Use visualization to appreciate the fantasy in




Review and discuss what was learned in the last class session about Robby Burns, his life and poetry, and haggis.

In the Language of Literature textbook, continue reading and discussing—at least taking turns in part aloud together; then vary reading strategies from individual to small group from the top of page 604, to the end of page 606.

ENGAGEMENT ACTIVITY: Students will select from one of the two


writing options on page 608 (the instructor strongly suggests attaching a separate sheet of paper to the daily writing sheet for additional literary space, and to increase the quality—and grade—of the daily writing assignment), which after five minutes of literary effort will be shared with fellow students by means of mingling to the music).

Students will next read and discuss in class the selection in the Language of Literature textbook on page 609 Letter from Richard Lympson, pages 609-610, following which they will answer questions one through four on the daily writing sheets.

Day 11January 30


Literary Analysis—Understand and appreciate a classic satiric essay. Literary Analysis—Appreciate the author’s use of irony. Active Reading—Draw conclusions in order to appreciate and

understand satire.



Review and discuss what was learned in the last class session about the letter from Richard Lympson, and Swifts’ various works.

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 611 “A Modest Proposal” by Jonathan Swift.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the satirical essay “A Modest Proposal” by Jonathan Swift from page 612 to the end of the last paragraph at the bottom of page 616 ending in the words “…would not be worse.”

ENGAGEMENT ACTIVITY: Students will select from one of the three writing options on page 622. And spend five-seven minutes writing the activity from the prompt selected. Then they will read their selections to the other students in the row in which they are sitting. Each row will then select the student whose writing they wish to share


with the entire class, and that student will read her or his selection to the class.

In the Language of Literature textbook students will continue reading the satirical essay “A Modest Proposal” by Jonathan Swift from page the bottom of page 616 beginning with the words “Some persons of a desponding spirit…” to the end of the satirical essay on page 619.

On the daily writing sheets, students will answer questions one through six on page 620.

Day 12January 31


Literary Analysis—Understand and appreciate an essay exploring the argument for women’s rights.

Literary Analysis—Appreciate the author’s use of argumentation. Active Reading—Recognize logical persuasion in order to understand

A Vindication of the Rights of Women.



Review and discuss what was learned in the last class session about Swifts’ “Modest Proposal.”

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 631, followed by the short biography of Mary Wollstonecraft on page 638.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group—A Vindication of the Rights of Woman on page 632 to page 634 and the section beginning “From Chapter 2.”

ENGAGEMENT ACTIVITY: Students will use the cross the room strategy to align themselves with the two following propositions: 1) While the united States has made significant strides in women’s rights during the last sixty years, it has nevertheless reached the limit of its ability to make any further meaningful progress to reaching full equality in the workplace OR 2) The United States will eventually succeed in making men and women fully equal in the workplace.


Once aligned they will chose one or two spokespeople to represent their views to the opposing side. Students may cross the room if the arguments presented compel them to change their original views.

Students will complete reading and discussing in class A Vindication of the Rights of Woman from page 634 “From Chapter 2” to the end.


Day 13February 1


Literary Analysis—Understand and appreciate a satire. Literary Analysis—Appreciate the author’s use of humor. Active Reading—Draw conclusions about characters to understand

and appreciate satire.



Review and discuss what was learned in the last class session about A Vindication of the Rights of Woman.

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 624, from Candide by François-Marie Arouet, better known by his pen name: Voltaire; then read and discuss the short biography of Voltaire on page 630. Then discuss the significance of the “Philosophy of Optimism” as expressed by Baron von Leibnitz.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group—Candide from page 625-628.

ENGAGEMENT ACTIVITY: Create your motto: 1) Discuss the difference between a personal mission statement and a personal motto. 2) More than once this school year students have heard their instructor state his personal motto comes from the concluding lines of Voltaire’s Candide: Il faut cultiver nôtre jardin (We must cultivate our garden). Students will then reflect on literature with which they are familiar that has influenced them in order to develop their own


Candide Handout

personal mottos. They will then use the “slide rule” strategy to share their mottos with each other.

Students will next use the handout of additional material from Candide to conclude their brief study of this seminal work.


Day 14February 5

Part III—Revelations About Human Nature


Sentence Crafting—Combine ideas in lists in order to produce precise, efficient sentences.

Sentence Crafting—Use proper punctuation when making lists and understand parallel structure.

Literary Analysis—Understand and appreciate an essay that explores human nature.

Literary Analysis—Appreciate the author’s use of aphorism. Active Reading—Use strategies for clarifying meaning to understand

Samuel Johnson’s essays.



Review and discuss what was learned in reading Candide. In the Language of Literature textbook students will read and discuss

in class Grammar from Literature on page 646; after reviewing rules for lists and punctuation, they will complete writing exercises one through five, followed by grammar exercises on through five. Answers will be placed on the daily writing sheets.

ENGAGEMENT ACTIVITY: Slide rule: students will exchange their best effort at re-writing one of the five sentences from the assignment on page 646.

Review the introduction to Part Three, Revelations about Human Nature, on page 647.

Students will read and discuss the “Preparing to Read” selection on page 648 “On Spring” by Samuel Johnson, followed by the brief biography of Mr. Johnson on page 657.


In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the human nature essay “On Spring” by Samuel Johnson on pages 649-652.

Day 15February 6


Literary Analysis—Understand and appreciate an essay that explores human nature.

Literary Analysis—Appreciate the author’s use of aphorism. Active Reading—Use strategies for clarifying meaning to understand

Samuel Johnson’s essays. Literary Analysis—Read and analyze a primary source. Active Reading—Discriminate between denotative and connotative

meanings of words.



Review and discuss what was learned in the previous class session in On Spring.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the human nature essay “On Idleness” by Samuel Johnson on pages 653-656.

ENGAGEMENT ACTIVITY: Dictionary Editor! Students will assume the role of the editor of a dictionary and select one and only one of the following words to define in their role of dictionary editor: Adult, (to) Amble, (to) Ape, Corn, Dull, Fish, (to) Hiss, Louse, Miser, Mold, Mouse, Novel, Pop, Recipe, River, Sun, Tempest, Warren, which they will also place in their daily writing sheets. They will then mingle to the music to exchange their definitions.

Students will read and discuss the brief selection from “A Dictionary of the English Language” on page 658.

Students will read and discuss the “Preparing to Read” selection on page 659 “From the Life of Samuel Johnson” by James Boswell,


followed by the brief biography of Mr. Boswell on page 665. In the Language of Literature textbook begin reading—by scanning

the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group— the biography “From the Life of Samuel Johnson” on pages 660-663.


Day 16February 7


Literary Analysis—Understand and appreciate a classic poem. Literary Analysis—Appreciate the author’s use of personification. Active Reading—Make inferences from details to appreciate and

understand a poem.



Review and discuss what was learned in the last class session about James Boswell’s biography of Samuel Johnson.

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 666, “Elegy Written in a Country Churchyard” followed by the short biography of Thomas Gray on page 673.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group—Elegy Written in a Country Churchyard on pages 667 to page 671.

ENGAGEMENT ACTIVITY: Cross the Room: Students on the east side and west sides of the room will check the daily writing sheets of the students on the other side to verify if the objectives for the day have been properly presented in total, or summary.

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 674, “The Dairy and Letters of Madame d’Arblay” followed by the short biography of Fanny Burney on page 680.


In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group— The Dairy and Letters of Madame d’Arblay pages 675-678.

On the daily writing sheets, students will answer questions one through three on page 672 and questions one through three on page 679.

Day 17February 8


Literary Analysis—Understand and appreciate a memoir. Literary Analysis—Appreciate the author’s use of description. Active Reading—Interpret details to understand and appreciate a

memoir.



Review and discuss what was learned in the last class session about Elegy Written in a Country Churchyard, and The Dairy and Letters of Madame d’Arblay.

In the Language of Literature textbook students will read and discuss the “Preparing to Read” selection on page 681, “Memoirs of Madame Vigée-Lebrun” followed by the short biography of Elizabeth Vigée-Lebrun on page 681.

In the Language of Literature textbook begin reading—by scanning the entire text to note headings, pieces of art, and called-out quotations—at least taking turns in part aloud together; then vary reading strategies from individual to small group—to read the Memoirs of Madame Vigée-Lebrun from page 682 to the end of the paragraph at the top of page 686.

ENGAGEMENT ACTIVITY: Create your memoir: 1) Discuss the contents of a memoir; 2) Students will write a brief memoir (one paragraph) of the life this week, which they will share with fellow students using the slide rule strategy.

Students will complete reading the selection from The Memoirs of Madame Vigée-Lebrun pages 686-690.



Day 18February 12


Reflect on and assess understanding of Unit Three.



Review and discuss what was learned In Unit Three. Students will complete the Unit Three assessment by responding to

writing prompt option one on page 692 of the text.

Unit Three Assessment Handout

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