b e ow u l f voyage ) - washington island elementary school · 2018-01-12 · darkness, animal farm...

Washington Island School Grade Level: 11-12 Subject: British Literature and Composition Curriculum Map Date Approved: Teacher: Leila Nehlsen

Course Description and Core Principles: In British Literature and Composition students will read, analyze, and discuss classic pieces of Old English, Middle English and Modern English literature. Students will then write creative, analytical, informative (research), technical, persuasive papers, or journal as a response to, or extension of, each piece of literature. Learning to respond in discussion to each other’s ideas, base analysis on facts from text, and relate what is being read to their personal lives is essential, so their reading and writing add meaning to their lives. (Contemporary literature is encouraged in students’ AR reading.) The list of literary pieces are not in order of teaching.

Primary Resources/Texts/Technology: Text: England in Literature, and copies of A Christmas Carol, (done as a drama) Frankenstein, “A Modest Proposal”, Heart of Darkness, Animal Farm, Locke’s “State of Nature” essay, and Federalist 10. AR reading, and a two week British poetry unit of student led powerpoints. Upfront magazine

Scope and Sequence

Units Week Core Standards (Performance Standards, Content Standards,

Benchmarks, Specific Objectives)

Student Learning Outcome Instructional Learning Targets

Beowulf (A voyage)

1-4 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. (CCSS.ELA-LITERACY.RL.11-12.1)

The student will… ● annotate a complex text ● define an epic poem and epic hero. ● learn to summarize (identify important

background information). ● explain how ideas, values and themes are

reflected in 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. (CCSS.ELA-LITERACY.RL.11-12.2) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) text. (CCSS.ELA-LITERACY.RL.11-12.4) Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (CCSS.ELA-LITERACY.RL.11-12.6) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS.ELA-LITERACY.W.11-12.1) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

● understand how cultures mixed as people moved from one place to another and how literature reflects this fact.

● define the culture of the Anglo-Saxon period. ● analyze, interpret, and evaluate the use of

descriptive and figurative language in epic poetry.

● use 10 new vocabulary words correctly. ● explain how word choice determines tone. ● explain the implicit and explicit meaning of

passages. ● write a 5 paragraph analytical

compare-contrast essay. ● cite articles and poetry correctly in a written

text. ● write a correct Works Cited. ● outline, write, revise, peer edit , revise, teacher

edit, revise. ● understand oral history ● identify characteristics of a ballad ● consider audience for written text ● define and use metaphors, similes,

personification , imagery, alliteration, free verse, rhyme.

● seek and accept support for writing ideas and techniques willingly from peers and teachers.

● write an email for a specific purpose. ● participate in small and large group discussions

on meaning of text, taking notes and responding and asking questions.

(CCSS.ELA-LITERACY.W.11-12.3.D) 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.) (CCSS.ELA-LITERACY.W.11-12.5) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (CCSS.ELA-LITERACY.W.11-12.10) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS.ELA-LITERACY.SL.11-12.1) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS.ELA-LITERACY.SL.11-12.2)

● compare and contrast the characteristics of a hero in Anglo-Saxon England to a hero today (21st century).

● define and participate in a choral reading ● formulate their own definition of a hero and

consider the value of epic heroes and modern day heroes.

● define and identify in text: character, setting, point of view, plot, conflict, theme and style.

● together,plan and carry out an overnight camping trip.

● work independently on a hands-on project , budgeting time and then present to class.

● read new material from Anglo-Saxon period and understand it .

● become acquainted with the origin of the English language.

● review active / passive verbs. ● compare and contrast how different authors and

mediums use the same themes and symbols.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.1)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(CCSS.ELA-LITERACY.CCRA.L.2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (CCSS.ELA-LITERACY.CCRA.L.4) Acquire and use accurately a range of 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 (CCSS.ELA-LITERACY.CCRA.L.6) Make strategic use of digital media in presentations to enhance understanding of findings, reasoning and evidence and to add interest. (CCSS.ELA-Literacy.SL11-12.5) Learn to work together and have fun and learn while doing it. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,

at the high end of the grades 11-CCR text complexity band independently and proficientlyCCSS.ELA-LITERACY.RL.9-10.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Canter- bury Tales Prologue and “Wife of Bath’s Tale”

5-7 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS.ELA-LITERACY.SL.11-12.1) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS.ELA-LITERACY.SL.11-12.1.A) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

(CCSS.ELA-LITERACY.CCRA.L.)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(CCSS.ELA-LITERACY.CCRA.L.2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

The student will… ● recognize the most famous author of the

Middle Ages. ● annotate ● define a frame story. ● define and chart iambic pentameter, and

rhyming couplets. ● define and identify poet’s style. ● define and identify poet’s theme and give

examples of explicit and implicit ways he communicates it.

● understand that literature can be a representation of the culture, society and history of a period.

● explain the culture of the Middle Ages. ● learn and practice the characteristics of a

“good” powerpoint. (Technical Writing manual)

● explain the role that social class plays in the Middle Ages.

● compare and contrast the role of women in the Anglo-Saxon period, the Middle Ages and today.

● explain the view and role of women in different classes in the Middle Ages.

● compare and contrast the virtues and vices of specific types of people of the Middle Ages and the people of today.

● dramatize accurately a literary character. ● define pilgrim and pilgrimage and relate it to

other religious contexts.

(CCSS.ELA-LITERACY.CCRA.L.4)

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

(CCSS.ELA-LITERACY.CCRA.L.5)

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. (CCSS.ELA-LITERACY.RL.11-12.1)

● point out examples of humor, and from those examples, draw a generalization as to how authors create humor.

● define and recognize examples of satire, irony, sarcasm, and allusion in a text .

● explain why English has many French words. ● define and recognize motifs in a text. ● compare and contrast the Anglo-Saxon poetry

to the Middle Age’s poetry. ● learn and use with context clues 20 new

vocabulary words. ● understand new material.

Hamlet

8-12

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. (CCSS.ELA-LITERACY.RL.11-12.1) 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. (CCSS.ELA-LITERACY.RL.11-12.2) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS.ELA-LITERACY.RL.11-12.3) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other plays) (CCSS.ELA-LITERACY.RL.11-12.4) Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)

● learn about the Renaissance Period. ● explain how ideas, values, and themes in

literature reflect life in a particular time and place.

● using explicit and implicit passages, determine motive for a character’s actions and evaluate those actions.

● define and interpret a soliloquy. ● define five characteristics of Aristotelian

tragedy and cite them in a text. ● meet and appreciate the genius of Shakespeare. ● compare and contrast a novel and a drama. ● learn and use, in a sentence, with a context

clue, 20 new words. ● cite examples of characters who were

ambitious, loyal, prideful, betrayers, hypocrites, victims, procrastinators, corrupt, vengeful, and decide if each was justified. Backup examples with text.

● consider how complex human nature can be. ● analyze characters’ moral dilemmas ● Explain how tone is developed by word choice,

actions and dialogue. ● analyze allusions. ● define and cite foreshadowing. ● compare and contrast reading a drama and

viewing the drama. ● read new material written by Shakespeare and

understand it and pass a test on it. ● write a five or more paragraph analytical essay

(outline, write, , peer edit, revise, teacher edit, revise).

contribute to its overall structure and meaning as well as its aesthetic impact.er authors.)

(CCSS.ELA-LITERACY.RL.11-12.5)

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (CCSS.ELA-LITERACY.RL.11-12.6) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS.ELA-LITERACY.RL.11-12.7) By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently

Write informative/explanatory texts to examine and convey complex ideas, concepts, and

● develop a thesis, create structure, include accurate information, cite quotations correctly, provide evidence, use technical terms and draw a coherent conclusion.

● draw a conclusion as to why a character did what he/she did and use both the text and informational texts to support your conclusion.

● analyze the way themes in literature represent comments on life.

● write a letter of inquiry. (Technical piece). ● compare and contrast analytical and technical

writing. ● identify characteristics of Renaissance theater. ● define iambic pentameter, sonnet, soliloquy ● point out Shakespeare’s humor and compare it

to other author’s humor. ● compare the supernatural in Hamlet to that in

Beowulf and to modern day life.. ● discover the characteristics of the four

temperaments and analyze character’s actions in relation to their temperaments.

● write a sonnet. ● observe how dialogue carries a drama. ● review parallel structure..

information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS.ELA-LITERACY.W.11-12.2) Draw evidence from literary or informational texts to support analysis, reflection, and research (CCSS.ELA-LITERACY.W.11-12.9) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (CCSS.ELA-LITERACY.W.11-12.10) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS.ELA-LITERACY.SL.11-12.1) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.) (CCSS.ELA-LITERACY.SL.11-12.6) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ( CCSS.ELA-LITERACY.L.11-12.5) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

Upfront Magazine (A current event is done each Friday with a map, lengthy discussion and a writing assignment. Sometimes students do research with the article too.)

13-15

college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ( CCSS.ELA-LITERACY.L.11-12.6)

CCSS.ELA-LITERACY.RI.11-12.1

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 CCSSELA-CYRL.11-12.1

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.ain.CCSS.ELA-LITERACY.RI.11-12.7

● learn to identify important explicit information from a current event, draw inferences from it, and evaluate the moral implications of it.

● use a letter to voice a concern about a political topic.

● understand the format of a business letter. ● use technical writing to explain the significance

of a current topic. ● learn to research a topic using many sources,

create a thesis and develop a persuasive argument.

● cite sources correctly . ● use email for business.. ● voice a personal opinion with evidence to back

that opinion.

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) aCCSS.ELA-LITERACY.W.11-12.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).nd counCCSS.ELA-LITERACY.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in staCCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.ndards 1-3 above.)terclaims.

A Christmas Carol

16 CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CCSS.ELA-LITERACY.RL.11-12.5

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

● dramatize a character in a play ● identify values, ideas, and themes reflected in a

specific time and place in a piece of literature. ● have fun together. ● learn 10 facts about Charles Dickens. ● compare and contrast Dickens's use of the

supernatural to Shakespeare’s and Beowulf’s. ● compare watching the movie, to reading the

play, to acting out the play. ● understand the plight of the poor, especially

orphans ● review stage directions, costumes, lighting in

relation to a play.

“A Modest Proposal”

17 CCSS.ELA-LITERACY.SL.11-12.1.A

● define and recognize in literature satire, irony, understatement.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.CCSS.ELA-LITERACY.SL.11-12.3

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.

● define parody and explain how a painting or story can be a parody.

● explain how and why political cartoons are satirical.

● discuss how the history and/or politics of a writer’s life times often is the motivation and/or themes of a writer, or, how literature reflects the times.

● ● compare and contrast U.S. solutions to

overpopulation. ● realize the difference between a persona and an

author. ● review noun, verb, adverb, adjective using

vocabulary from the story.

Poetry unit

18-20 CCSS.ELA-LITERACY.RL.11-12.1

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.CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-LITERACY.RL.11-12.6

● learn and practice the characteristics of a

“good” powerpoint. ● research a British poet ● analyze a British poem. ● define and cite in the poem, and in the

powerpoint, metaphor, simile, personification, allusion, imagery, symbolism, alliteration, irony.

● explain tone, point of view, effective use of diction, conflicts, theme(s).

● explain the difference between literal meaning and figurative meaning, and cite on what this explanation is based.

● identify historical events transpiring during the poet’s life which may have affected the themes.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.CCSS.ELA-LITERACY.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-LITERACY.W.11-12.2.D

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CCSS.ELA-LITERACY.W.11-12.3.D

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

● identify the speaker (persona) of the poem and the audience for which he/she intends his/her message .

● classify type of poem. ● give facts about the poet and point out

significant events happening during the poet’s life which might have influenced the content of the poem.

● use dictionaries and discern connotative and denotative meanings of words.

● explain the significance of the poem. ● cite for the class important information. ● evaluate influence(success) of poem and

explain why. ● record important information. ● ask questions. ● define carpe diem and recognize it in poems. ● review all poems . ● recognize the greatest British classic poets and

poem. ● apply what was learned. ● compare and contrast technical writing to

poetry.

Franken- stein

21-23 CCSS.ELA-LITERACY.RL.11-12.1

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.CCSS.ELA-LITERACY.RL.11-12.2

● explain the characteristics of the Romantic Movement and identify what the Romantics saw as important.

● define Gothic novel. ● learn the history of Mary Shelley and how she

came to write the book Frankenstein.

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.CCSS.ELA-LITERACY.RL.11-12.2

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.CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-LITERACY.RL.11-12.5

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

● cite evidence in Frankenstein that classifies Mary Shelley as a Romantic and the novel as both a Romantic and Gothic novel.

● define science fiction and explain why Frankenstein is classified as one of the first science fiction novels.

● review the 5 characteristics of classical tragedy and explain why Frankenstein is a tragedy.

● realize Shelley's mother, Mary Wollstonecraft was the first feminist writer.

● explain why Frankenstein is a social, political and psychological commentary.

● define and explain how Frankenstein is an epistolary novel.

● discuss why point-of-view is confusing. ● understand how to identify themes in a piece of

literature and apply or relate them to real world questions and situations.

● define and use 12 new words in sentences using context clues.

● relate to Greek myth “Prometheus.” ● learn the e types of irony and cite them in the

novel. ● define and cite examples of allusion,

foreshadowing, suspense, figurative language.

on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Research paper

following Franken-

stein (Students

pick a contemporary

problem inspired from

our discussions of Frankenstein)

24-25 CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.By the end of grade 12, read

and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band

independently and proficiently.CCSS.ELA-LITERACY.W.11-12.1.D

● write a research paper. ● research using informational texts, interviews,

journals,videos, on one of the following topics: artificial intelligence, genetic engineering, nature vs. nurture, ego/alter ego, dreams.

● develop a comprehensive plan, and valid questions.

● create a thesis. ● identify a variety of sources, evaluate the

validity of sources. ● take notes from primary and secondary

sources.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing.CCSS.ELA-LITERACY.W.11-12.2.A

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to

create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia when useful to aiding comprehension.CCSS.ELA-LITERACY.W.11-12.2.B

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience's knowledge of the topic.CCSS.ELA-LITERACY.W.11-12.5

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. (Editing for conventions should

demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

● organize material into a well constructed paper which includes figures, graphs, maps, all with captions and at least one embedded item.

● cite all material correctly using MLA format ● proof-read for errors and be sure headings are

correct. ● consider the legal and ethical practices,

including laws regarding libel, slander, copyright, plagiarism and their associated consequences.

● create an annotated bibliography. ● peer edit using assigned rubric, and then revise

making corrections. ● make a personal judgement on topic research

and backup with reasons.

Federalist 10

26 CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and

ideas.CCSS.ELA-LITERACY.RH.11-12.1

● explain the purpose of Federalist 10 ● explain the significance of Federalist 10. ● explain the background of Federalist 10. ● explain the arguments set forth by Publius in

Federalist 10.

Cite specific textual evidence to support analysis of primary and secondary sources,

connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).CCSS.ELA-LITERACY.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key

sentences, paragraphs, and larger portions of the text contribute to the

whole.CCSS.ELA-LITERACY.L.9-10.3.A

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA

Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

● define and learn the meaning of faction, republic, democracy, Enlightened, zeal, latent, impulse of passion, Publius.

● analyze the texts arguments. ● judge the overall message set forth in

Federalist 10. ● explain why factions must be controlled and

how they can be controlled. ● identify big divisions in U.S. society that may

be problematic to the future of our republic.

John Locke’s Second Treatise of Civil Govern-

ment

27 CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.2

● define the Enlightenment Period in history. ● explain the influence the Enlightenment period

had on the U.S. government, in particular the Declaration of Independence.

● explain the purpose of Locke’s Treatise ● define state of nature, nature’s law, manifest,

licence, redress, social contract, valid, property. ● explain the significance of Locke’s Treatise.

(Federalist 10 and John

Locke are done in

conjunction with

U.S.Government)

Strong readers

read Lord of the Flies along with this unit

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.CCSS.ELA-LITERACY.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).CCSS.ELA-LITERACY.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

● understand why men need government. ● understand the concept and purpose of the

three branches of power. ● relate concepts to Lord of the Flies. ● explain how Christianity's creation story

supports the notion of a state of nature for human beings.

Heart of Darkness

25-28

CCSS.ELA-LITERACY.RL.11-12.1

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.CCSS.ELA-LITERACY.RL.11-12.2

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

● define a frame tale and explain how it works in Heart of Darkness.

● learn background information including author background, maps, historical and political context and setting.

● understand how history of a country affects its citizens.

● explain how Heart of Darkness is biographical. ● explain how diction affects the tone of Heart of

Darkness. ● point out examples of symbolism , irony,

Biblical imagery, and opposites in Heart of Darkness.

complex account; provide an objective summary of the text.CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other a authors.)CCSS.ELA-LITERACY.RL.11-12.5

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their

● define, and use correctly in a sentence, imperialism, colonialism, frame tale, catacombs, Mephistopheles, harlequin.

● analyze character’s moral dilemmas. ● interpret paradoxes presented in the story. ● write letters to Kurtz or Marlowe and ask

questions they wish answered about their character.

● understand how to identify themes in a piece of literature and apply or relate them to real world situations or themselves.

● outline, write, peer edit, revise, and turn in an analytical essay or other written response to be graded and rewritten.

● reflect on ideas posed in the text. ● consider what incidents in the U.S. in their

lifetime have influenced their thinking.

own clearly and persuasively.CCSS.ELA-LITERACY.SL.11-12.3

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.CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Animal Farm

29-32 CCSS.ELA-LITERACY.RL.11-12.1CCSS.ELA-LITERACY.RL.11-12.2CCSS.ELA-LITERACY.RL.11-12.3CCSS.ELA-LITERACY.RL.11-12.4CCSS.ELA-LITERACY.RL.11-12.5CCSS.ELA-LITERACY.RL.11-12.6CCSS.ELA-LITERACY.SL.11-12.1CCSS.ELA-LITERACY.SL.11-12.1.ACCSS.ELA-LITERACY.SL.11-12.1.CCCSS.ELA-LITERACY.SL.11-12.3CCSS.ELA-LITERACY.W.11-12.1

● understand “revolution” and that the American Revolution was truly the first real revolution in

the history of the world. ● understand how Orwell used Animal Farm to

show weaknesses of capitalism and communism.

● define and explain why Animal Farm can be classified as a fantasy, satire, allegory, beast

fable, ● define and cite examples in Animal Farm of

satire, irony, pragmatism, dystopia, totalitarianism, symbolism,, foreshadowing,

propaganda, tactics, utopia, ● understand the power of an objective narrator

point of view in Animal Farm.

● explain the difference between capitalism, socialism and communism.

● list 5 facts about George Orwell and explain why he wrote Animal Farm when he did.

● discuss the significance ie warning presented to the free world in Animal Farm .

● identify personalities from the Russian Red Revolution in different animals.

● write a five paragraph analytical, compare/contrast or informational essay citing

proof for their thesis from Animal Farm. ● make thematic connections among literature

text and contemporary issues. ● understand importance of tone, diction and

style.

Memorial Day Essay

33-34 CCSS.ELA-LITERACY.RI.11-12.5 CCSS.ELA-LITERACY.RI.11-12.1CCSS.ELA-LITERACY.RI.11-12.7CCSS.ELA-LITERACY.RH.11-12.2CCSS.ELA-LITERACY.W.11-12.1.BCCSS.ELA-LITERACY.W.11-12.2.FCCSS.ELA-LITERACY.W.11-12.5CCSS.ELA-LITERACY.W.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.CCSS.ELA-LITERACY.W.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

● research a prompt from the American Legion and write a two page essay answering the prompt citing information from the researched material.

● take notes, outline, write, revise, essay. ● if chosen, read essay at the Memorial Day

Program on Washington Island.

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.CCSS.ELA-LITERACY.W.11-12.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

AR Reading

● read two books a quarter, independently, at their individual grade level, and quiz on comprehension, vocabulary and literary skills .

● keep an individual list of vocabulary words from their AR reading, and learn and use these words.

● know their reading level and see their progress. ● practice sustained reading. ● read contemporary novels. ● enjoy reading.