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Teacher: CORE SEN ENGLISH SEM Year: 2010-2011
Course: English IV
Be Careful What You Wish For: Exploring Utopian and Dystopian Texts
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
EQ: Can a
person be an
individual in a world
of six billion plus
people?
EQ: What is
the relationship
between
knowledge and
power?
EQ: Is freedom
an absolute
condition?
UQ: How do
experiences shape
an individual?
UQ: What is
the relationship
between language
Common Novels:
Aldous Huxley: Brave
New World; Ray
Bradbury: Fahrenheit
451' George
Orwell: 1984; Margaret
Atwood: The Handmaid's
Tale; Kazuo Ishiguro:
Never Let Me Go (H)
Common
Essays/Articles
/Dialogues: George
Orwell, "Politics and the
English Language";
"Better Babies"; "Against
School"; "Evil"; "Theory of
Hegemony"; Plato's
"Allegory of the Cave"
Outside Reading
Books (ORBs):
George Orwell, 1984
Aldous Huxley, Island
Demonstrate
effective reading
through notetaking,
marking up a text,
responding to a
text either in
writing or verbally,
and socratic
seminars
Employ terms
and concepts
appropriately in
conversation and in
writing.
Classify texts
as either
"utopian"or
"dystopian",
arriving at a
"working set of
criteria" or
"blueprint" for
creating a
Outside
Reading Book
Multimedia Project
and Presentation9/30/2010
Journal Writing9/30/2010
Socratic
Seminar9/30/2010
Utopia Project-
Consensus Building9/30/2010
Unit Test:
Utopian and
Dystopian Literature9/30/2010
Comparative
Essay
2011
Understand both
how and why
media messages
are constructed,
and for what
purposes
2011 Examine how
individuals interpret
messages
differently, how
values and points
of view are
included or
excluded, and how
media can
influence beliefs
and behaviors
2011 Prioritize,
plan and manage
work to achieve
the intended result
Students organize
20.06 ~ Consideration of Audience and
Purpose ~ Use effective rhetorical
techniques and demonstrate
understanding of purpose, speaker,
audience, and form when completing
expressive, persuasive, or literary
writing assignments.
2.06 ~ Questioning, Listening, and
Contributing ~ Analyze differences in
responses to focused group discussion
in an organized and systematic way.
For example, students read and
discuss “The Fall of the House of
Usher,” by Edgar Allan Poe, as an
example of observer narration; “The
Prison,” by Bernard Malamud, as an
example of single character point of
view; and “The Boarding House,” by
James Joyce, as an example of
multiple character point of view.
Students summarize their conclusions
about how the authors’ choices
regarding literary narrator made a
difference in their responses as
readers, and present their ideas to the
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and truth?
EQ: What are
good and evil? Is
evil an intrinsic
element of human
nature?
UQ: What role
do art and culture
play in the era of
global
consumerism?
EQ: What is
truth? Is it absolute
or relative?
UQ: What have
governments
done? What should
they do?
Charlotte Perkins Gilman,
Herland
Yevgeny Zamyatin, We
Edward Bellamy, Looking
Backward
Philip K. Dick, Do
Androids Dream of
Electric Sheep
James Hilton: Lost
Horizons
Nevil Shute: On the
Beach
George Orwell: 1984
Sir Thomas More: Utopia
Octavia Butler, Parable of
the Sower
Neil Stephenson, Snow
Crash
Jennifer Toth, The Mole
People
Jonathan Lethem,
Amnesia Moon
Short Story:
Harlan Ellison "Repent
Harlequin! Said the
Ticktockman."
Kurt Vonnegut Jr.
"Harrison Bergeron" and
"2BR02B"
Ursula le Guin "The Ones
Who Walk Away from
Omelas"
Shirley Jackson, "The
Lottery"
Terms and Concepts:
Utopia, Dystopia,
Hegemony, Satire, Irony-
Dramatic and Situational,
utopia/dystopia.
(Paradox--Good is
Evil; Evil is Good.
Freedom is
Slavery; Slavery is
Freedom. etc.)
Critique the
texts according to
how well author
predicts future, or
in the case of texts
which peer into the
future, assess how
well the author
validates his or her
prediction (using
specific details and
examples both
fictional and real).
Create
"personal utopia"
following and
building upon
models found in
texts
Plan, develop,
and compose
comparative
research essay
responding to one
of the Essential
Questions
Synthesize
knowledge gained
in reading the
various texts by
9/30/2010
and present
information
appropriately.
Students
understand how to
appreciate fictional
texts.
Students are able
to read non-fiction
actively and
critically for a
variety of
purposes.
class.
10.06 ~ Genre ~ Identify and analyze
characteristics of genres (satire,
parody, allegory, pastoral) that overlap
or cut across the lines of genre
classifications such as poetry, prose,
drama, short story, essay, and
editorial. For example, as they read
Joseph Heller’s Catch 22, students
consider: “Satirists harbor some
distaste for the establishment and are
most effective only when they present
their message subtly. One way to
present the savage follies of human
beings more subtly is to create a
fictional world in which humor, irony,
circular logic, and double talk are used
to make the disturbing, vulgar, and the
gruesome more palatable.” They write
essays evaluating the novel as an
effective piece of satire based on the
criteria in the statement.
11.06 ~ Theme ~ Apply knowledge of
the concept that a text can contain
more than one theme.
11.07 ~ Theme ~ Analyze and
compare texts that express a universal
theme, and locate support in the text
for the identified theme. For example,
students compare Sophocles’play
Antigone and Robert Bolt’s play, Man
for All Seasons, or Mark Twain’s The
Adventures of Huckleberry Finn and
Rudyard Kipling’s Kim, as cross-
cultural examples of a similar theme
and locate words or passages that
support their understanding.
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Intertextuality, The
Individual vs. the
Collective (Society),
Freedom and Slavery,
The Constructed Self,
Modern, Post-Modern,
Totalitarian,
Fragmentation, Diversity,
Abandonment--
depressed yet?
Process of Socratic
Seminar
Use of MLA format in
citations and research
Research Options
available: Print texts,
internet, specialized
databases, search
engines, primary sources
The Comparative
Expository Essay:
Models
Literary
Considerations/Grammar:
Voice, Tone, Style,
Concision, Punctuation,
Diction, Editing
Techniques, Writing
Techniques--learn from
the masters!
Films and
documentaries
Frontline: The
Persuaders; V for
means of
comparing and
contrasting texts
across depicted
times, cultures,
and societies using
venn diagrams,
charts, and
outlines, ultimately
culminating in a
comparative
research paper.
Predict the
future
Plan, prepare,
practice and
present multimedia
presentation on
ORB illustrating
how the text
reflects the
essential
questions.
Analyze and
elaborate upon
essential questions
in Socratic
Seminar
discussions and in
journal responses.
Connect
learning acquired in
the unit to history
as well as
contemporary life.
12.06 ~ Fiction ~ Analyze, evaluate,
and apply knowledge of how authors
use techniques and elements in fiction
for rhetorical and aesthetic purposes.
For example, students analyze events,
point of view, and characterization in
Toni Morrison’s The Bluest Eye in light
of Stanley Crouch’s criticism of her
work, and conduct a class debate on
the validity of his criticism.
13.26 ~ Nonfiction ~ Analyze and
evaluate the logic and use of evidence
in an author’s argument.
19.30 ~ Writing ~
Informational/Expository Writing ~
Write coherent compositions with a
clear focus, objective presentation of
alternate views, rich detail,
well-developed paragraphs, and logical
argumentation. For example, students
compose an essay for their English
and American history classes on de
Toqueville’s observations of American
life in the 1830s, examining whether his
characterization of American society is
still applicable today.
21.09 ~ Revising ~ Revise writing to
improve style, word choice, sentence
variety, and subtlety of meaning after
rethinking how well questions of
purpose, audience, and genre have
been addressed. For example, after
rethinking how well they have handled
matters of style, meaning, and tone
from the perspective of the major
rhetorical elements, graduating seniors
revise a formal letter to their school
committee, detailing how they have
benefited from the education they have
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
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Vendetta; The Truman
Show; WALL-E
Employ
research skills and
MLA format
received in the district and offering
suggestions for improving the
educational experience of future
students.
22.10 ~ Standard English Conventions
~ Use all conventions of standard
English when writing and editing.
23.14 ~ Organizing Ideas in Writing ~
Organize ideas for emphasis in a way
that suits the purpose of the writer. For
example, students select a method of
giving emphasis (most important
information first or last, most important
idea has the fullest or briefest
presentation) when supporting a thesis
about characterization in Edwin
Arlington Robinson’s narrative poems,
“Richard Corey” and “Miniver Cheevy.”
Or students use one of five methods
(comparison and contrast, illustration,
classification, definition, analysis) of
organizing their ideas in exposition as
determined by the needs of their topic.
23.15 ~ Organizing Ideas in Writing ~
Craft sentences in a way that supports
the underlying logic of the ideas. For
example, after writing a critical essay,
students examine each sentence to
determine whether the placement of
phrases or dependent clauses
supports the emphasis they desire in
the sentence and in the paragraph as a
whole.
24.06 ~ Research ~ Formulate original,
open-ended questions to explore a
topic of interest, design and carry out
research, and evaluate the quality of
the research paper in terms of the
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
4 of 24 12/5/2011 4:17 PM
adequacy of its questions, materials,
approach, and documentation of
sources. For example, as they study
the modern history of Native American
groups, students analyze the difference
between open-ended research
questions and “biased” or “loaded”
questions. The answers to open-ended
questions are not known in advance
(e.g., “How do casinos on tribal land
affect the economy of the Native
American group owning them and the
economy of the region?”). In a “biased”
or “loaded” question, on the other
hand, the wording of the question
suggests a foregone conclusion
(e.g.,“Why are casinos on tribal lands
detrimental to Native Americans and to
the economy of the region?”).
Looking Ahead: Planning and Preparing for Life Post NHS - In conjunction with Student Support students are guided through the myriad choices,
opportunities, and responsibilities they will face in the next 10 months as they prepare
for graduation and afterwards.
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
EQ: How do I
live a good life?
UQ: How do I
prepare for life
post NHS?
UQ: What are
my options post
NHS? Which option
is best for me?
The College
Application Process:
Choosing a school;
How to get the most
out of a site visit; How
to interview effectively;
How to approach a
college essay; How to
create a resume; How
to navigate financial
aid; How to ask for a
recommendation;
Where to go to get
Organize
materials and meet
deadlines
Research and
evaluate available
options
Practice
interview
techniques
Personal
Essay--Summer
Reading9/30/2010
Personal Essay9/30/2010
Resume9/30/2010
Student
Support
Presentation: What
are the options
students may
pursue post
NHS? -I-9/30/2010
Reference
Expectations for
Student Learning:
A1, A3, A4, A6
Students
organize and
present information
appropriately.
Students
understand how to
appreciate fictional
texts.
20.06 ~ Consideration of Audience and
Purpose ~ Use effective rhetorical
techniques and demonstrate
understanding of purpose, speaker,
audience, and form when completing
expressive, persuasive, or literary writing
assignments.
1.06 ~ Discussion ~ Drawing on one of the
widely used professional evaluation forms
for group discussion, evaluate how well
participants engage in discussions at a
local meeting. For example, using
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
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needed
information/documents.
The Gap Year:
Explore the options
available to students
who choose to delay
post secondary
education.
Entering the
Workforce: Explore
career options and
interests; How to
create a resume; How
to create a cover letter
or personal essay;
How and why to
pursue informational
interviews; How to
interview effectively;
How to engage in a
successful job search.
Assess
personal interests,
abilities, and goals
Apply writing,
editing, and
appropriate format
to various
documents:
Resume, personal
essay, application
Review SAT
strategies
Practice
Socratic Seminar
techniques: How to
listen and speak
effectively in a
large group setting
employing specific
details and,
additionally,
questioning and
constructive
criticism.
Students are able
to read non-fiction
actively and
critically for a
variety of
purposes.
evaluation guidelines developed by the
National Issues Forum, students identify,
analyze, and evaluate the rules used in a
formalor informal government meeting or
on a television news discussion program.
2.06 ~ Questioning, Listening, and
Contributing ~ Analyze differences in
responses to focused group discussion in
an organized and systematic way. For
example, students read and discuss “The
Fall of the House of Usher,” by Edgar Allan
Poe, as an example of observer narration;
“The Prison,” by Bernard Malamud, as an
example of single character point of view;
and “The Boarding House,” by James
Joyce, as an example of multiple
character point of view. Students
summarize their conclusions about how the
authors’ choices regarding literary narrator
made a difference in their responses as
readers, and present their ideas to the
class.
8.32 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Identify and
analyze the point(s) of view in a literary
work.
8.34 ~ Understanding a Text ~
Informational/Expository Texts ~ Analyze
and evaluate the logic and use of evidence
in an author’s argument.
10.06 ~ Genre ~ Identify and analyze
characteristics of genres (satire, parody,
allegory, pastoral) that overlap or cut
across the lines of genre classifications
such as poetry, prose, drama, short story,
essay, and editorial. For example, as they
read Joseph Heller’s Catch 22, students
consider: “Satirists harbor some distaste
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
6 of 24 12/5/2011 4:17 PM
for the establishment and are most
effective only when they present their
message subtly. One way to present the
savage follies of human beings more
subtly is to create a fictional world in which
humor, irony, circular logic, and double talk
are used to make the disturbing, vulgar,
and the gruesome more palatable.” They
write essays evaluating the novel as an
effective piece of satire based on the
criteria in the statement.
12.06 ~ Fiction ~ Analyze, evaluate, and
apply knowledge of how authors use
techniques and elements in fiction for
rhetorical and aesthetic purposes. For
example, students analyze events, point of
view, and characterization in Toni
Morrison’s The Bluest Eye in light of
Stanley Crouch’s criticism of her work, and
conduct a class debate on the validity of
his criticism.
19.30 ~ Writing ~ Informational/Expository
Writing ~ Write coherent compositions with
a clear focus, objective presentation of
alternate views, rich detail, well-developed
paragraphs, and logical argumentation.
For example, students compose an essay
for their English and American history
classes on de Toqueville’s observations of
American life in the 1830s, examining
whether his characterization of American
society is still applicable today.
21.09 ~ Revising ~ Revise writing to
improve style, word choice, sentence
variety, and subtlety of meaning after
rethinking how well questions of purpose,
audience, and genre have been
addressed. For example, after rethinking
how well they have handled matters of
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
7 of 24 12/5/2011 4:17 PM
style, meaning, and tone from the
perspective of the major rhetorical
elements, graduating seniors revise a
formal letter to their school committee,
detailing how they have benefited from the
education they have received in the district
and offering suggestions for improving the
educational experience of future students.
22.10 ~ Standard English Conventions ~
Use all conventions of standard English
when writing and editing.
23.14 ~ Organizing Ideas in Writing ~
Organize ideas for emphasis in a way that
suits the purpose of the writer. For
example, students select a method of
giving emphasis (most important
information first or last, most important
idea has the fullest or briefest
presentation) when supporting a thesis
about characterization in Edwin Arlington
Robinson’s narrative poems, “Richard
Corey” and “Miniver Cheevy.” Or students
use one of five methods (comparison and
contrast, illustration, classification,
definition, analysis) of organizing their
ideas in exposition as determined by the
needs of their topic.
24.06 ~ Research ~ Formulate original,
open-ended questions to explore a topic of
interest, design and carry out research,
and evaluate the quality of the research
paper in terms of the adequacy of its
questions, materials, approach, and
documentation of sources. For example,
as they study the modern history of Native
American groups, students analyze the
difference between open-ended research
questions and “biased” or “loaded”
questions. The answers to open-ended
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
8 of 24 12/5/2011 4:17 PM
questions are not known in advance (e.g.,
“How do casinos on tribal land affect the
economy of the Native American group
owning them and the economy of the
region?”). In a “biased” or “loaded”
question, on the other hand, the wording
of the question suggests a foregone
conclusion (e.g.,“Why are casinos on tribal
lands detrimental to Native Americans and
to the economy of the region?”).
Summer Reading: Exploring Moral Dilemmas
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
How does one
discern right from
wrong?
What
constitutes a moral
dilemma?
Where do our
morals come
from?
Novels:
Andre Dubus III:
House of Sand and
Fog; Fyodor
Dostoevsky: Crime
and Punishment
(H)
Essays/Articles:
Nicholas Wade: "Is
'Do Unto Others'
Written into our
Genes?"; Vaclav
Havel: "Our Moral
Footprint"
University of
Virginia Web
Demonstrate
effective reading
through marking up
a text.
Respond to
both fiction and
nonfiction through
writing and
discussion.
View film
critically.
Compare and
contrast book with
film.
Marked
newspaper and
magazine articles9/30/2010
Guided Journal
Writing9/30/2010
Socratic
Seminar - 029/30/2010
Film Review9/30/2010
Expository
Essay (H)9/30/2010
Reading Quiz9/30/2010
Students
organize and
present information
appropriately.
Students
understand how to
appreciate fictional
texts.
Students are able
to read non-fiction
actively and
critically for a
variety of
purposes.
1.06 ~ Discussion ~ Drawing on one of the
widely used professional evaluation forms for
group discussion, evaluate how well
participants engage in discussions at a local
meeting. For example, using evaluation
guidelines developed by the National Issues
Forum, students identify, analyze, and
evaluate the rules used in a formalor informal
government meeting or on a television news
discussion program.
2.06 ~ Questioning, Listening, and
Contributing ~ Analyze differences in
responses to focused group discussion in an
organized and systematic way. For example,
students read and discuss “The Fall of the
House of Usher,” by Edgar Allan Poe, as an
example of observer narration; “The Prison,”
by Bernard Malamud, as an example of single
character point of view; and “The Boarding
House,” by James Joyce, as an example of
multiple character point of view. Students
summarize their conclusions about how the
authors’ choices regarding literary narrator
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
9 of 24 12/5/2011 4:17 PM
Questionnaire:
Dr. Jonathan Haidt
2011
Suzanne Collins'
The Hunger
Games
Think critically
about individual
morality versus
group morality.
Recognize shift
in point of view.
Reads and
interprets text
independently.
made a difference in their responses as
readers, and present their ideas to the class.
8.32 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Identify and
analyze the point(s) of view in a literary work.
8.33 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Analyze patterns
of imagery or symbolism and connect them to
themes and/or tone and mood.
8.34 ~ Understanding a Text ~
Informational/Expository Texts ~ Analyze and
evaluate the logic and use of evidence in an
author’s argument.
9.07 ~ Making Connections ~ Relate a
literary work to the seminal ideas of its time.
For example, students read Matthew Arnold’s
poem, “Dover Beach.” In order to understand
the 19th century controversy over the
implications of evolutionary theory, they read
letters, essays, and excerpts from the period.
Then they use what they have learned to
inform their understanding of the poem and
write an interpretive essay.
12.06 ~ Fiction ~ Analyze, evaluate, and
apply knowledge of how authors use
techniques and elements in fiction for
rhetorical and aesthetic purposes. For
example, students analyze events, point of
view, and characterization in Toni Morrison’s
The Bluest Eye in light of Stanley Crouch’s
criticism of her work, and conduct a class
debate on the validity of his criticism.
13.26 ~ Nonfiction ~ Analyze and evaluate the
logic and use of evidence in an author’s
argument.
Landscape Map http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=814060...
10 of 24 12/5/2011 4:17 PM
19.28 ~ Writing ~ Imaginative/Literary Writing
~ Write well-organized stories or scripts with
an explicit or implicit theme, using a variety of
literary techniques.
19.30 ~ Writing ~ Informational/Expository
Writing ~ Write coherent compositions with a
clear focus, objective presentation of
alternate views, rich detail, well-developed
paragraphs, and logical argumentation. For
example, students compose an essay for
their English and American history classes on
de Toqueville’s observations of American life
in the 1830s, examining whether his
characterization of American society is still
applicable today.
22.10 ~ Standard English Conventions ~ Use
all conventions of standard English when
writing and editing.
23.15 ~ Organizing Ideas in Writing ~ Craft
sentences in a way that supports the
underlying logic of the ideas. For example,
after writing a critical essay, students
examine each sentence to determine whether
the placement of phrases or dependent
clauses supports the emphasis they desire in
the sentence and in the paragraph as a
whole.
26.06 ~ Analysis of Media ~ Identify the
aesthetic effects of a media presentation and
identify and evaluate the techniques used to
create them. For example, on computers
students go to web sites such as the National
Park Service that are visual and nonlinear in
nature. They evaluate the effectiveness of the
visual design and the accuracy and
organization of the text and visual information
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"What a Piece of Work is Man" - Ancient Greek Philosophy and the Evolution of Theatre
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
Should man
attempt to control
his destiny?
Is madness
ever divinest
Sense?
How does
shifting the critical
lense inform our
assessment of a
text?
How does one
live a good life?
In a world of
Zoloft can there
still be tragic
heroes?
What would
Socrates say?
What is the
role of the author
in informing human
consciousness?
Texts: Aristotle's
"The Poetics";
Lawrence Downes
"Oedipus Max: Four
Nights of Anguish
and Applause in
Sing Sing"; Carey
Goldberg, "Morality
Play"; Arnold Kettle,
"Hamlet in a
Changing World";
Frank O'Connor,
"My Oedipus
Complex"; Plato,
"Allegory of the
Cave"; Plato,
"Apology"; Plato,
"Crito"; William
Shakespeare,
"Hamlet"; Elaine
Showalter,
"Representing
Ophelia: Women,
Madness, and the
Responsibilities of
Feminist Criticism";
Sophocles,
"Oedipus the King";
Sophocles,
"Antigone".
Film: "Hamlet"
dir. Kenneth
Brannaugh;
"Hamlet" dir. Franco
Zeffirelli; "Hamlet"
Explication/Close
Reading
Reading for
understanding.
Paraphrasing.
Applying
terminology.
Analyzing and
applying concepts to
literature and life
examples.
Demonstrating
effective reading
through note taking
and marking up
texts.
Responding to a
text either in writing
or verbally in
Socratic Seminars.
Employ terms
and concepts either
in conversation or in
writing.
Journal writing -
0112/31/2010
Socratic
Seminar - 0112/31/2010
Expository
Essay on Ancient
Greek Literature12/31/2010
Film Viewing
Quiz12/31/2010
Film Terms
Quiz12/31/2010
Quiz-Hamlet
passage12/31/2010
Explication de
Texte-Close
Reading of Hamlet12/31/2010
Journals-Book
into Film12/31/2010
2011 Be
self-directed
learners.
2011 Use
information
accurately and
creatively for the
issue or problem at
hand.
Students organize
and present
information
appropriately.
Students
understand how to
appreciate fictional
texts.
Students are able
to read non-fiction
actively and
critically for a
variety of
purposes.
20.06 ~ Consideration of Audience and
Purpose ~ Use effective rhetorical
techniques and demonstrate understanding
of purpose, speaker, audience, and form
when completing expressive, persuasive, or
literary writing assignments.
2.06 ~ Questioning, Listening, and
Contributing ~ Analyze differences in
responses to focused group discussion in an
organized and systematic way. For
example, students read and discuss “The
Fall of the House of Usher,” by Edgar Allan
Poe, as an example of observer narration;
“The Prison,” by Bernard Malamud, as an
example of single character point of view;
and “The Boarding House,” by James
Joyce, as an example of multiple character
point of view. Students summarize their
conclusions about how the authors’ choices
regarding literary narrator made a difference
in their responses as readers, and present
their ideas to the class.
3.17 ~ Oral Presentation ~ Deliver formal
presentations for particular audiences using
clear enunciation and appropriate
organization, gestures, tone, and
vocabulary.
3.18 ~ Oral Presentation ~ Create an
appropriate scoring guide to evaluate final
presentations.
4.26 ~ Vocabulary and Concept
Development ~ Identify and use correctly
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dir. Sir Laurence
Olivier; "Hamlet" dir.
Michal Almereyda;
Cassian Harrison,
"The Greeks:
Crucible of
Civilization, Part
3--Empire of the
Mind".
Film
Terms:angle,
cinema,
cinematography,
close up, continuity,
cut, deep focus,
diegesis, dissolve,
editing, establishing
shot, fade, film,
following shot,
frame, Hollywood
Style, mise en
scene, montage,
over the shoulder
shot, pan, point-
of-view-shot,
scene, shot, take,
text, tracking shot.
Film Criticism--
Students learn how
to analyze a film,
comprehend the
synthesis of book to
film, and evaluate a
film according to
established film
criticism techniques.
Philosophy--This
unit explores the
Applying
Aristotelian
terminology and
concepts by means
of analyzing and
synthesizing Ancient
texts
(Oedipus/Antigone),
Renaissance text
(Hamlet) and
contemporary life (in
seminars and
written work).
Plan, develop,
compose and revise
expository essay
exploring one of the
essential questions.
Plan, develop,
compose and revise
paragraphs.
Recognize,
explain, and analyze
literary devices as
employed by
Shakespeare in
Hamlet.
Write and revise
an emulation of a
Shakespearean
soliloquy.
View and
analyze clips of
various film
Outside
Reading Book
Movie Review12/31/2010
Panel
Presentation-Book
into Film12/31/2010
Test-Hamlet12/31/2010
new words acquired through study of their
different relationships to other words.
8.32 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Identify and
analyze the point(s) of view in a literary
work.
8.33 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Analyze
patterns of imagery or symbolism and
connect them to themes and/or tone and
mood.
8.34 ~ Understanding a Text ~
Informational/Expository Texts ~ Analyze
and evaluate the logic and use of evidence
in an author’s argument.
9.07 ~ Making Connections ~ Relate a
literary work to the seminal ideas of its time.
For example, students read Matthew
Arnold’s poem, “Dover Beach.” In order to
understand the 19th century controversy
over the implications of evolutionary theory,
they read letters, essays, and excerpts from
the period. Then they use what they have
learned to inform their understanding of the
poem and write an interpretive essay.
10.06 ~ Genre ~ Identify and analyze
characteristics of genres (satire, parody,
allegory, pastoral) that overlap or cut across
the lines of genre classifications such as
poetry, prose, drama, short story, essay,
and editorial. For example, as they read
Joseph Heller’s Catch 22, students
consider: “Satirists harbor some distaste for
the establishment and are most effective
only when they present their message
subtly. One way to present the savage
follies of human beings more subtly is to
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beginnings of
Western philosophy
with a focus upon
Socrates, Plato,
and Aristotle.
Literary Terms:
drama, tragedy,
tragic hero, tragic
flaw, hamartia,
hubris, catharsis,
reversal,
foreshadowing,
irony-dramatic,
situational, verbal,
satire, exposition,
rising action, climax,
falling action,
resolution,
denouement, aside,
soliloquy, iambic
pentameter, blank
verse, imagery,
hyperbole, allusion,
simile, metaphor,
apostrophe,
paradox, extended
metaphor, pun,
double entendre,
allegory, symbolism
Psychology
Terms: Oedipus
Complex; Electra
Complex
Philosophical
Terms: Socratic
Dialogue; Real vs.
Really Real; forms,
archetypes
productions of
Hamlet, employing
film terminology.
Analyze a film,
comprehend the
synthesis of book to
film, assess and
critique a book that
has been
transformed into a
film, and role-play
the director in a oral
presentation.
create a fictional world in which humor,
irony, circular logic, and double talk are used
to make the disturbing, vulgar, and the
gruesome more palatable.” They write
essays evaluating the novel as an effective
piece of satire based on the criteria in the
statement.
11.06 ~ Theme ~ Apply knowledge of the
concept that a text can contain more than
one theme.
11.07 ~ Theme ~ Analyze and compare
texts that express a universal theme, and
locate support in the text for the identified
theme. For example, students compare
Sophocles’play Antigone and Robert Bolt’s
play, Man for All Seasons, or Mark Twain’s
The Adventures of Huckleberry Finn and
Rudyard Kipling’s Kim, as cross-cultural
examples of a similar theme and locate
words or passages that support their
understanding.
12.06 ~ Fiction ~ Analyze, evaluate, and
apply knowledge of how authors use
techniques and elements in fiction for
rhetorical and aesthetic purposes. For
example, students analyze events, point of
view, and characterization in Toni Morrison’s
The Bluest Eye in light of Stanley Crouch’s
criticism of her work, and conduct a class
debate on the validity of his criticism.
13.26 ~ Nonfiction ~ Analyze and evaluate
the logic and use of evidence in an author’s
argument.
13.27 ~ Nonfiction ~ Analyze, explain, and
evaluate how authors use the elements of
nonfiction to achieve their purposes. For
example, students analyze Night Country, by
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Outside
Reading Book--
Student selected
book into film.
Outside film
viewing-companion
film to student
selected book.
Loren Eiseley, or several essays by Lewis
Thomas or Stephen Jay Gould, and then
explain and evaluate how these authors
choose their language and organize their
writing to help the general reader
understand the scientific concepts they
present.
14.06 ~ Poetry ~ Analyze and evaluate the
appropriateness of diction and imagery
(controlling images, figurative language,
understatement, overstatement, irony,
paradox). For example, students examine
poems to explore the relationship between
the literal and the figurative in Mark Strand’s
“Keeping Things Whole,” Elinor Wylie’s “Sea
Lullaby,” Louis MacNeice’s “Prayer Before
Birth,” Margaret Walker’s “Lineage,” A.E.
Housman’s “To an Athlete Dying Young,”
W.H. Auden’s “Unknown Citizen,” Emily
Dickinson’s “I Taste a Liquor Never
Brewed,” and Percy Bysshe Shelley’s
“Ozymandias.” They report their findings to
the class, compare observations, and set
guidelines for further study.
15.09 ~ Style and Language ~ Identify,
analyze, and evaluate an author’s use of
rhetorical devices in persuasive argument.
17.08 ~ Dramatic Literature ~ Identify and
analyze types of dramatic literature. For
example, students read a comedy and
discuss the elements and techniques the
playwright used to create humor.
17.09 ~ Dramatic Literature ~ Identify and
analyze dramatic conventions (monologue,
soliloquy, chorus, aside, dramatic irony). For
example, students select a soliloquy from
Shakespeare’s Macbeth, a monologue from
Pirandello’s Six Characters in Search of an
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Author, or the lines from a chorus in a Greek
play such as Euripides’ The Bacchae,
analyze its purpose and effects in the play,
deliver the speech, and discuss their
interpretation of it to the class.
18.06 ~ Dramatic Reading and Performance
~ Demonstrate understanding of the
functions of playwright, director, technical
designer, and actor by writing, directing,
designing, and/or acting in an original play.
For example, students in a humanities class
researching World War II read news articles
and short stories, and interview family
members and friends about their memories
of the time period. After brainstorming ideas
for dramatic conflict, they create characters,
plot, dialogue, settings, and costume,
perform their play for an audience, and
participate in a post-performance discussion
of the choices they made in their plays.
21.09 ~ Revising ~ Revise writing to
improve style, word choice, sentence
variety, and subtlety of meaning after
rethinking how well questions of purpose,
audience, and genre have been addressed.
For example, after rethinking how well they
have handled matters of style, meaning, and
tone from the perspective of the major
rhetorical elements, graduating seniors
revise a formal letter to their school
committee, detailing how they have
benefited from the education they have
received in the district and offering
suggestions for improving the educational
experience of future students.
22.10 ~ Standard English Conventions ~
Use all conventions of standard English
when writing and editing.
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23.14 ~ Organizing Ideas in Writing ~
Organize ideas for emphasis in a way that
suits the purpose of the writer. For example,
students select a method of giving emphasis
(most important information first or last,
most important idea has the fullest or
briefest presentation) when supporting a
thesis about characterization in Edwin
Arlington Robinson’s narrative poems,
“Richard Corey” and “Miniver Cheevy.” Or
students use one of five methods
(comparison and contrast, illustration,
classification, definition, analysis) of
organizing their ideas in exposition as
determined by the needs of their topic.
26.06 ~ Analysis of Media ~ Identify the
aesthetic effects of a media presentation
and identify and evaluate the techniques
used to create them. For example, on
computers students go to web sites such as
the National Park Service that are visual and
nonlinear in nature. They evaluate the
effectiveness of the visual design and the
accuracy and organization of the text and
visual information
The Journey of Life - Making Sense. Stop Making Sense. A Sign/Signifier Approach to Man's Condition...and Literature. A is not A. A is A. How do I know that I
am I?
Essential
Questions Content Skills Assessments Lessons
Learning
Benchmarks Standards
How are
people a product
of their
experiences?
The Stranger
by Albert Camus.
Siddhartha by
Hermann Hesse.
Demonstrate
effective reading
through notetaking,
marking up a text,
responding a text
either verbally or in
writing, or in
Journals-
Essential Questions4/30/2011
Research
Topics4/30/2011
2011
Demonstrate
commitment to
learning as a
lifelong process
2011 Act
20.06 ~ Consideration of Audience and
Purpose ~ Use effective rhetorical techniques
and demonstrate understanding of purpose,
speaker, audience, and form when
completing expressive, persuasive, or literary
writing assignments.
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How does
literature function
as both a "window"
and a "mirror"?
What does it
mean to be
educated?
How can one
be truly happy in
life?
Is happiness
possible?
Is Senioritis an
existential
condition?
Is one life as
good as another?
"Little Buddha"
by Bernardo
Bertellucci
"The Myth of
Sisyphis"
translated by
Albert Camus
"All You Need
is Now" a
conversation with
Eckhard Tolle
Terms:
Existential, Faith,
Bad Faith, Absurd
Background
Info: Camus and
Hesse; Mid-20th
Century French
and Algerian
history and art
Religious
Allusions from
Buddhism,
Hinduism,
Christianity
"Connoisseur
of Chaos" by
Wallace Stevens
"Play of the
Absurd" by
Kynpham Sing
Nongkynrih
Socratic Seminars.
Research
terms, concepts,
and background
information using
databases, texts,
and the internet.
Present and
synthesize
research informally
in small groups;
Present research
formally before the
class and by
means of written
handouts.
Employ terms
and concepts
informally and in
writing.
Select and
illustrate scenes
from text,
employing imagery,
symbolism, and
appropriate title
and quotations.
Sythesize
knowledge gained
in reading the
various texts by
means of
comparing and
contrasting texts
across depicted
Test-The
Stranger4/30/2011
responsibly with
the interests of the
larger community
in mind.
2011 View failure
as an opportunity
to learn;
understand that
creativity and
innovation is a long
term, cyclical
process of small
successes and
frequent mistakes.
Students organize
and present
information
appropriately.
Students
understand how to
appreciate fictional
texts.
Students are able
to read non-fiction
actively and
critically for a
variety of
purposes.
1.06 ~ Discussion ~ Drawing on one of the
widely used professional evaluation forms for
group discussion, evaluate how well
participants engage in discussions at a local
meeting. For example, using evaluation
guidelines developed by the National Issues
Forum, students identify, analyze, and
evaluate the rules used in a formalor informal
government meeting or on a television news
discussion program.
2.06 ~ Questioning, Listening, and
Contributing ~ Analyze differences in
responses to focused group discussion in an
organized and systematic way. For example,
students read and discuss “The Fall of the
House of Usher,” by Edgar Allan Poe, as an
example of observer narration; “The Prison,”
by Bernard Malamud, as an example of single
character point of view; and “The Boarding
House,” by James Joyce, as an example of
multiple character point of view. Students
summarize their conclusions about how the
authors’ choices regarding literary narrator
made a difference in their responses as
readers, and present their ideas to the class.
3.17 ~ Oral Presentation ~ Deliver formal
presentations for particular audiences using
clear enunciation and appropriate
organization, gestures, tone, and vocabulary.
4.26 ~ Vocabulary and Concept Development
~ Identify and use correctly new words
acquired through study of their different
relationships to other words.
8.32 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Identify and
analyze the point(s) of view in a literary work.
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"The Graduate"
by Mike Nichols
times, cultures,
and societies.
Analyze and
elaborate upon
essential questions
in Socratic
Seminar
discussions and in
journal responses.
8.33 ~ Understanding a Text ~
Imaginative/Literary Texts ~ Analyze patterns
of imagery or symbolism and connect them to
themes and/or tone and mood.
8.34 ~ Understanding a Text ~
Informational/Expository Texts ~ Analyze and
evaluate the logic and use of evidence in an
author’s argument.
9.07 ~ Making Connections ~ Relate a
literary work to the seminal ideas of its time.
For example, students read Matthew Arnold’s
poem, “Dover Beach.” In order to understand
the 19th century controversy over the
implications of evolutionary theory, they read
letters, essays, and excerpts from the period.
Then they use what they have learned to
inform their understanding of the poem and
write an interpretive essay.
10.06 ~ Genre ~ Identify and analyze
characteristics of genres (satire, parody,
allegory, pastoral) that overlap or cut across
the lines of genre classifications such as
poetry, prose, drama, short story, essay, and
editorial. For example, as they read Joseph
Heller’s Catch 22, students consider:
“Satirists harbor some distaste for the
establishment and are most effective only
when they present their message subtly. One
way to present the savage follies of human
beings more subtly is to create a fictional
world in which humor, irony, circular logic, and
double talk are used to make the disturbing,
vulgar, and the gruesome more palatable.”
They write essays evaluating the novel as an
effective piece of satire based on the criteria
in the statement.
11.06 ~ Theme ~ Apply knowledge of the
concept that a text can contain more than one
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theme.
11.07 ~ Theme ~ Analyze and compare texts
that express a universal theme, and locate
support in the text for the identified theme.
For example, students compare
Sophocles’play Antigone and Robert Bolt’s
play, Man for All Seasons, or Mark Twain’s
The Adventures of Huckleberry Finn and
Rudyard Kipling’s Kim, as cross-cultural
examples of a similar theme and locate
words or passages that support their
understanding.
12.06 ~ Fiction ~ Analyze, evaluate, and
apply knowledge of how authors use
techniques and elements in fiction for
rhetorical and aesthetic purposes. For
example, students analyze events, point of
view, and characterization in Toni Morrison’s
The Bluest Eye in light of Stanley Crouch’s
criticism of her work, and conduct a class
debate on the validity of his criticism.
14.06 ~ Poetry ~ Analyze and evaluate the
appropriateness of diction and imagery
(controlling images, figurative language,
understatement, overstatement, irony,
paradox). For example, students examine
poems to explore the relationship between
the literal and the figurative in Mark Strand’s
“Keeping Things Whole,” Elinor Wylie’s “Sea
Lullaby,” Louis MacNeice’s “Prayer Before
Birth,” Margaret Walker’s “Lineage,” A.E.
Housman’s “To an Athlete Dying Young,” W.H.
Auden’s “Unknown Citizen,” Emily Dickinson’s
“I Taste a Liquor Never Brewed,” and Percy
Bysshe Shelley’s “Ozymandias.” They report
their findings to the class, compare
observations, and set guidelines for further
study.
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15.09 ~ Style and Language ~ Identify,
analyze, and evaluate an author’s use of
rhetorical devices in persuasive argument.
15.10 ~ Style and Language ~ Analyze and
compare style and language across
significant cross-cultural literary works. For
example, students compose essays in which
they analyze and compare figurative language
in a variety of selections from works such as
The Epic of Gilgamesh, The Odyssey, The
Hebrew Bible, The New Testament, The
Bhagavad-Gita, The Analects of Confucius,
and The Koran.
16.12 ~ Myth, Traditional Narrative, and
Classical Literature ~ Analyze the influence of
mythic, traditional, or classical literature on
later literature and film. For example,
students trace the archetypal theme of “the
fall” from the Old Testament as they read
Hawthorne’s “Rapaccini’s Daughter,” and
excerpts from Milton’s Paradise Lost and
view the film version of Bernard Malamud’s
The Natural. Or, students read The Oresteia,
by Aeschylus and compare it to a modern
version such as Eugene O’Neill’s Mourning
Becomes Electra or Jean-Paul Sartre’s The
Flies.
19.28 ~ Writing ~ Imaginative/Literary Writing
~ Write well-organized stories or scripts with
an explicit or implicit theme, using a variety of
literary techniques.
19.29 ~ Writing ~ Imaginative/Literary Writing
~ Write poems using a range of forms and
techniques.
19.30 ~ Writing ~ Informational/Expository
Writing ~ Write coherent compositions with a
clear focus, objective presentation of
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alternate views, rich detail, well-developed
paragraphs, and logical argumentation. For
example, students compose an essay for
their English and American history classes on
de Toqueville’s observations of American life
in the 1830s, examining whether his
characterization of American society is still
applicable today.
21.09 ~ Revising ~ Revise writing to improve
style, word choice, sentence variety, and
subtlety of meaning after rethinking how well
questions of purpose, audience, and genre
have been addressed. For example, after
rethinking how well they have handled
matters of style, meaning, and tone from the
perspective of the major rhetorical elements,
graduating seniors revise a formal letter to
their school committee, detailing how they
have benefited from the education they have
received in the district and offering
suggestions for improving the educational
experience of future students.
22.10 ~ Standard English Conventions ~ Use
all conventions of standard English when
writing and editing.
23.14 ~ Organizing Ideas in Writing ~
Organize ideas for emphasis in a way that
suits the purpose of the writer. For example,
students select a method of giving emphasis
(most important information first or last, most
important idea has the fullest or briefest
presentation) when supporting a thesis about
characterization in Edwin Arlington Robinson’s
narrative poems, “Richard Corey” and
“Miniver Cheevy.” Or students use one of five
methods (comparison and contrast,
illustration, classification, definition, analysis)
of organizing their ideas in exposition as
determined by the needs of their topic.
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23.15 ~ Organizing Ideas in Writing ~ Craft
sentences in a way that supports the
underlying logic of the ideas. For example,
after writing a critical essay, students
examine each sentence to determine whether
the placement of phrases or dependent
clauses supports the emphasis they desire in
the sentence and in the paragraph as a
whole.
24.06 ~ Research ~ Formulate original,
open-ended questions to explore a topic of
interest, design and carry out research, and
evaluate the quality of the research paper in
terms of the adequacy of its questions,
materials, approach, and documentation of
sources. For example, as they study the
modern history of Native American groups,
students analyze the difference between
open-ended research questions and “biased”
or “loaded” questions. The answers to
open-ended questions are not known in
advance (e.g., “How do casinos on tribal land
affect the economy of the Native American
group owning them and the economy of the
region?”). In a “biased” or “loaded” question,
on the other hand, the wording of the
question suggests a foregone conclusion
(e.g.,“Why are casinos on tribal lands
detrimental to Native Americans and to the
economy of the region?”).
26.06 ~ Analysis of Media ~ Identify the
aesthetic effects of a media presentation and
identify and evaluate the techniques used to
create them. For example, on computers
students go to web sites such as the National
Park Service that are visual and nonlinear in
nature. They evaluate the effectiveness of the
visual design and the accuracy and
organization of the text and visual information
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