COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP ENGLISH LITERATURE AND COMPOSITION

5 CREDITS GRADE LEVEL: 12TH 1 FULL YEAR

PREPARED BY: MEREDITH GLASER

CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2018

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

BORN DATE: AUGUST 24, 2017 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

AP English Literature – Grade 12 – Full Year – 5 Credits (Weighted Course, AP Waiver/Acknowledgement form) AP English Literature and Composition engages students in the careful reading and critical analysis of imaginative literature as well as thorough, thoughtful, and sophisticated written responses to novels, short stories, drama, and poetry. Through the close reading of selected texts, students will deepen their understanding of the ways writers use language to provide meaning for their readers. As they read, students will consider a work’s style, structure, themes, social and historical values, as well as the elements of figurative language, imagery, symbolism and tone. In addition, students will be prepared to respond to all aspects of the AP English Literature exam.

COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course: A. Class Work/Homework ­ 10% of the grade

Class work, including participation, attendance, and preparation for class, is vital to the success of students in AP Literature and Composition. Accurate and thorough completion of class work and positive classroom participation will be assessed on a regular basis.

B. Quizzes ­ 20% of the grade

Each marking period will have vocabulary quizzes as well as quizzes consisting of literature and poetry­based multiple­choice questions. C. Writing – 50% of the grade

These assignments include timed, in­class writing in the style of the AP free­response questions, extended analytical, narrative, and expository writing, and written analytical responses to literature and poetry.

D. Cumulative AP Tests – 20% of the grade Every marking period will have one cumulative AP style exam. The purpose of this exam is to assess the overall level of understanding of content in preparation for the end of year College Board AP English Literature and Composition exam.

E. Final Examination

Final examinations will count as follows: Full­Year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

UNIT 1 UNIT TITLE : AP Boot Camp/ Hamlet and his Derivatives UNIT LENGTH : 43 Days Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: ­Students will be able to list, identify, and apply the elements of style. ­Students will be able to interpret text in light of stylistic analysis. ­Students will be able to interpret religious attitudes through character portrayal. ­Students will be able to infer subtext of Hamlet. ­Students will be able to recognize and relate the effect of an altered perspective. ­Students will be able to evaluate and defend use and reasons for allusion. NJSLS: ELA: RL: 11­12.1 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. RL: 11­12.2

What foundational skills and information do I need in order to begin to analyze texts in an intellectually advanced manner? Why is Hamlet a universally alluded to text? How does it reflect the political theories of its time? How does a Modernist text differ from a Postmodernist text? How does allusion affect the reading of a text?

Subject Specific Activities/Strategies (Opinion & Inquiry) *Discussion of college, careers, and goals (2 days) Assignment: Write and revise/edit college essay *Lecture/ discussion of annotation, elements of style (2 days) Discussion and analysis of “How to Read Literature” to The Picture of Dorian Gray (3 days) SGO benchmark: In­class essay (1 day) *Whole class close reading/ explication/ annotation of “The Story of an Hour” on SmartBoard (purpose of using figurative language) (2 days) Assignment: Explanation of TPFASTTSS chart, application of TPFASTTSS to “Popular Mechanics” (2 day) *Whole class analysis of “Popular Mechanics” on SmartBoard (purpose of various syntax) (1 day)

Related vocabulary: Style

Narrative mode Syntax

Figurative language Metaphor Simile

Personification Hyperbole Symbolism Allegory

Onomatopoeia Tone Mood

Connotation Denotation Imagery Structure

End­stopped Enjambment Caesura

Required Texts: How to Read Literature

Like a Professor Thomas Foster

(Summer Assignment)

The Picture of Dorian Gray

Summer Assignment

“The Story of an Hour” Kate Chopin

"Morning Song" Sylvia Plath

“Delight in Disorder”

Robert Herrick

“Popular Mechanics” Raymond Carver

“Porphyria’s Lover” Robert Browning

5 Steps to a Five

Hamlet

Rosencrantz and

Guildenstern are Dead

“The Love Song of J. Alfred Prufrock”

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. RL: 11­12.3 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). RL: 11­12.4 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.) RL: 11­12.5 Analyze how an author’s choices concerning how to

Assignment: TPFASTTSS of “Delight in Disorder” *Whole class analysis of “Delight in Disorder” on SmartBoard (purpose of structure)(1 day) Assignment: TPFASTTSS of “Porphyria’s Lover” *Whole class reading of “Porphyria’s Lover” (purpose of narrative mode) (1 day) *Lecture: Chain of Being, Elizabethan politics/ religion (2 days) Analysis and discussion of Hamlet (12 days) *Discussion of Modernism (1 day) *Whole class close reading and analysis of “Prufrock” (4 days) Assignment: Prufrock Essay *Discussion of postmodernism research and theatre of the absurd (2 days) Reading, discussion and analysis of Rosencrantz and Guildenstern Are Dead (4 days) *Socratic Seminar (1 day) *Quarterly Cumulative Exam (2 days)

Homilie on Disobedience

and Rebellion

Additional Texts/Materials:

Poetry –

"Shall I Compare Thee to a Summer's Day"

"Ode on a Solitude" William Shakespeare

"Grief"

Alexander Pope

"Bogland" Seamus Heaney

"Thirteen Ways of Looking

at a Blackbird" Wallace Stevens

"In a Station of the Metro"

Ezra Pound

"Pied Beauty" Gerard Manley Hopkins

"The Wind begun to knead the Grass"

Emily Dickinson

"The Red Wheelbarrow" William Carlos Williams

“Stopping by Woods on a

Snowy Evening”

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. RL: 11­12.6 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). RL: 11­12.7 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. (e.g., Shakespeare and other authors.) RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Cite strong and thorough textual evidence

GAFE/Technology: Whole class analysis on SmartBoard, Prufrock allusion interactive assignment on SmartBoard, Google Classroom assignments: students respond to prompts about poems, comment on each other’s answers Special Education/504 Providing Anchor Copies with Rubrics Guided Reading with Highlighting Underlining Providing Definitions Outlining Modeling Chunking Scaffolding Repeat/Rephrase Conferencing ELL (SEI) Strategies Provide definitions of key subject specific language Cloze writing Word wall for rhetorical strategies Poster of standard analytical essay organization

Robert Frost

“Father William” Lewis Carroll

“Invictus” William Ernest Henley

“Song of Myself” Walt Whitman

“Evening Hawk”

Robert Penn Warren

Excerpt from "The Homily on Disobedience and

Rebellion"

"Two Sides of the Same Coin, or the Same Side of

Two Coins" Manfred Draupt

" Make it New: The Rise of Modernism" Ransom Center

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. RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI: 11­12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Robert Frost Federalist No. 10). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the

At Risk of School Failure Providing notes Scaffolding Graphic organizers Conferencing Extra help Guided reading Retesting Study guides Gifted and Talented Self­Directed Learning Independent Research Individualized Pacing Supplemental Texts (Higher Lexile Levels) Holocaust Commission: Poor Ophelia! Lesson on Shakespeare’s treatment of female characters in Hamlet . Assessments: Formative: Students complete TPFASTTSS chart on each poem. Summative: Q1 quarterly cumulative exam: released AP exam (55 mc questions, analysis essay) Benchmark: Analysis essay: Compare and contrast the characters of Hamlet and Prufrock Alternative: Students will create a character

structure makes points clear, convincing, and engaging. RI: 11­12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11­12.8 . Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist , presidential addresses). RI.11­12.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source

panel for Hamlet , and must answer student­generated questions in character.

documents relevant to U.S. and/or global history. RI: 11­12.10 By the end of grade 12 read and comprehend literary nonfiction at grade level text­complexity or above. W 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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. W: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing

types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated 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. W: 11­12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 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. S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.3 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. S/L: 11­12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. S/L: 11­12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. S/L: 11­12.6 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.) L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L: 11­12.6 Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SS: 6.2.12.B.2.a Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4 . Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies.

CRP12 .Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.1 Review career goals and determine steps necessary for attainment. Educational Technology (8.1): 8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): See Unit 3.

UNIT 2 UNIT TITLE : Poetry: Contemporary UNIT LENGTH : 23 Days Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: SWBAT: ­Differentiate between prose and poetry ­explain differences between contemporary and and archaic poetry ­explain and apply poetic elements of style ­explain purpose and effect of poetic devices ­explicate and analyze poems NJSLS: ELA: RL: 11­12.1 Cite strong and thorough textual evidence and make relevant connections 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. RL: 11­12.2 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

How do the elements of style differ for poetry and prose? How can a poem be effectively analyzed? How should the AP poetry analysis essay be approached and organized?

Lecture/discussion of analysis of poetry vs. analysis of prose (1 day) Read/Pair/Share Whole class analysis of poems on SmartBoard Socrative assessment of thesis statements Socrative assessment of topic sentences and supporting evidence Peer review of essays Smartboard—whole class scansion of poems Explication Review and rate responses to AP question on “A Story” Discussion of myth of Persephone; whole class explication of “The Bistro Styx” and “The Pomegranate” (20 days) Identification of poetic form of poems posted around the classroom (1 day) Practice meter in poetry (1 day)

Ballad Ballad meter Blank verse Free verse Caesura Conceit Couplet Heroic couplet Elegy End­stopped Enjambment Lyric poem Narrative poem Poetic foot Quatrain Refrain Rhyme Rhythm Scansion Sestet Shakespearean sonnet Petrarchan sonnet Spenserian sonnet Tercet Terza rima villanelle

“Introduction to Poetry,” “The Road Not Taken,” “A Story,” “To Paint a Water Lily,” “Rite of Passage,” “Hawk Roosting,” “Golden Retrievals,” “We Real Cool,” “The Pomegranate,” “The Bistro Styx,” “The Negro Speaks of Rivers,” "Mother to Son," “Incident” “The Eolian Harp, “Sonnet 130,” “Thou Blind Man’s Mark,” “To His Coy Mistress,” “Ode to the West Wind, ”

objective summary of the text.

RL: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. RL: 11­12.4 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. RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a point of view requires distinguishing what is

GAFE/Technology: Whole class analysis on SmartBoard, Google Classroom assignments: students respond to prompts about poems, comment on each other’s answers Special Education/504 Providing Anchor Copies with Rubrics Guided Reading with Highlighting Underlining Providing Definitions Outlining Modeling Chunking Scaffolding Repeat/Rephrase Conferencing ELL (SEI) Strategies Provide definitions of key subject specific language Cloze writing Word wall for rhetorical strategies Poster of standard analytical essay organization At Risk of School Failure Providing notes Scaffolding

directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL: 11­12.7 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. (e.g., Shakespeare and other authors.) RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11­CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.2 Determine two or more central ideas of a text, and analyze their development and how they

Graphic organizers Conferencing Extra help Guided reading Retesting Study guides Gifted and Talented Self­Directed Learning Independent Research Individualized Pacing Supplemental Texts (Higher Lexile Levels) Holocaust Commission: See unit one Assessments: Formative: Vocab quiz on poetic terms Summative: Q2 quarterly cumulative exam: released AP exam (55 mc questions, analysis essay) Benchmark: Analysis essay:"The Pomegranate" and "The Bistro Styx" both make allusions to the myth of Persephone. Write an essay in which you compare and contrast the mother­daughter relationship in each poem, analyzing how Boland and Dove use or interpret this myth to convey these relationships.

interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI: 11­12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power,

Alternative: Explaining poetic forms through music. Assignment presentation.

persuasiveness or beauty of the text. RI: 11­12.7 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. RI: 11­12.10 By the end of grade 12, read and comprehend literary nonfiction at grade level text­complexity or above. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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. W: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen

details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated 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. W: 11­12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 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. S/L: 11­12.1 Initiate and participate effectively in a

range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. S/L: 11­12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to

purpose, audience, and a range of formal and informal tasks. S/L: 11­12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. S/L: 11­12.6 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.) L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SS: 6.1.12.D.8.a Assess the impact of artists, writers, and musicians of the 1920s, including the

Harlem Renaissance, on American culture and values. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4 . Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP12 .Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. Educational Technology (8.1): 8.1.12.B.2 Apply previous content knowledge by

creating and piloting a digital learning game or tutorial. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): See Unit 3.

UNIT 3 UNIT TITLE : Home and Family UNIT LENGTH : 33 Days Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: ­Students will be able to analyze a novel for effect of structure. ­Students will be able to create a text in the style of a specific author. ­Students will be able to compare and contrast two texts with the same subject. ­Students will be able to infer narrator reliability in a text. NJSLS: ELA: RL: 11­12.1 Cite strong and thorough textual evidence and make relevant connections 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. RL: 11­12.2 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

How and why do familial relationships differ from societal relationships?

Great Expectations: * Introduce literary periods research paper; review Media Center databases and citation Discussion and analysis of importance of names, weather, class, justice, education, place Lecture: Biographical and historical background Socratic Seminar Timed Writing (16 days) Short prose analysis paper based on AP test prompt: discussion of thesis statement, structure, content (3) Read, analyze, discuss “The Lottery” (1 days) Test prep (decoding relevant prompts) (1 day) Vocab. quiz (1 day) Read, analyze, discuss “Babylon Revisited” (3 days) Read, analyze, discuss “Sonny’s Blues” (3 days)

cacophony euphony alliteration assonance consonance

rhyme slant rhyme

refrain caesura

enjambment archaism cliche

Shakespearean sonnet Italian/ Petrarchan sonnet

Spenserian sonnet

Required Texts:

Great Expectations Charles Dickens

"Babylon Revisited" F. Scott Fitzgerald

“The Lottery” Shirley Jackson

"Sonny's Blues" James Baldwin

“The Rocking Horse

Winner”

Additional Texts/Materials:

“The Life You Save May Be Your Own”

"We Are Seven"

William Wordsworth

account; provide an objective summary of the text. RL: 11­12.3 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). RL: 11­12.4 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. RL: 11­12.5 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. RL: 11­12.6 Analyze a case in which grasping a point of view requires

Read, analyze, discuss “The Rocking Horse Winner” (3 days) Quarterly Cumulative exam (2 days) Writing Analyses: a) “And, after all, our

surroundings influence our

lives and characters as

much as fate, destiny or

any supernatural agency.”

Pauline Hopkins,

Contending Forces.

In Great Expectations

cultural, physical, or

geographical surroundings

shape psychological or

moral traits in a character.

Write a well-organized

essay in which you analyze

how surroundings affect

this character and

illuminate the meaning of

the work as a whole.

Research Writing: Webquest on Dickens and Victorian England GAFE/Technology: Whole class explication and analysis of poems on SmartBoard, Google Classroom assignment:

distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI: 11­12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or

Research coal­powered steam engines during the industrial revolution, their impact, and how the effects of air pollution from them was resolved, Google forms quiz Special Education/504 Providing Anchor Copies with Rubrics Guided Reading with Highlighting Underlining Providing Definitions Outlining Modeling Chunking Scaffolding Repeat/Rephrase Conferencing ELL (SEI) Strategies Provide definitions of key subject specific language Cloze writing Word wall for rhetorical strategies Poster of standard analytical essay organization At Risk of School Failure Providing notes Scaffolding Graphic organizers

terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.10 By the end of grade 12, read and comprehend literary nonfiction at grade level text­complexity or above. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 11­12.2 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. W: 11­12.3 Write narratives to develop real or imagined experiences or events using effective

Conferencing Extra help Guided reading Retesting Study guides Gifted and Talented Self­Directed Learning Independent Research Individualized Pacing Supplemental Texts (Higher Lexile Levels) Holocaust Commission: Watch Baldwin documentary; Socratic Seminar: How does “Sonny’s Blues” inform racial issues of today? (3)) Assessments: Formative: Dialectical journals for Great Expectations Summative: Q2 quarterly cumulative exam: released AP exam (55 mc questions, analysis essay) Benchmark: “And, after

all, our surroundings

influence our lives and

characters as much as fate,

destiny or any supernatural

agency.” Pauline Hopkins,

Contending Forces .

technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or

In Great Expectations

cultural, physical, or

geographical surroundings

shape psychological or

moral traits in a character.

Write a well-organized

essay in which you analyze

how surroundings affect

this character and

illuminate the meaning of

the work as a whole.

Alternative: Role playing: students form a character panel for “Babylon Revisited” and will answer student­generated questions in character.

broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W: 11­12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11­12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W: 11­12.10 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.

S/L: 11­12.1 Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. S/L: 11­12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal

English when indicated or appropriate. L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general

academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SS: 6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, the daily lives of men, women, and children, and the environment. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4 . Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP12 .Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1):

9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability. Educational Technology (8.1): 8.1.12.D.1 Demonstrate appropriate application of copyright, fair use, and/or Creative Commons to an original work. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants.

UNIT 4 UNIT TITLE : Test Prep/Willful Women UNIT LENGTH : 33 Days Performance Indicators

(Standards and Objectives) Essential Questions Activities

(Approximate Time Frame) Vocabulary Resources

Objectives: ­Students will be able to analyze a text according to various types of critical theory. ­Students will be able to analyze a poem for tone, using other stylistic elements ­Students will be able to research historical events that inform meaning in a text ­Students will be able to evaluate character actions in terms of motivation. NJSLS: ELA: RL: 11­12.1 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. RL: 11­12.2 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

How are women's changing roles in society and the attendant causes of that change reflected in texts written in different time periods?

Create a Keynote presentation on background/ historical context of A Handmaid’s Tale (1 day) Read, analyze, discuss A Handmaid’s Tale (10 days) Read, analyze, discuss Antigone (6 days) Annotate and discuss excerpt from The Feminine Mystique (1 day) AP test prep: Review of poetic forms, meter, essay types, essay structure, mc stems, what AP readers look for, assessment of AP anchor papers (10 days) Analysis and discussion of poems (3 days) Analysis and discussion of “Goblin Market” (2 days) Writing Analyses: d) Using textual evidence, explain the poet's tone in "Goblin Market"

ellipsis empathy epic

eponymous frame narrative

litotes muse parable quatrain rhythm transition villanelle trope persona

picaresque novel pedantic melodrama kenning

enjambment couplet

bildungsroman apostrophe antecedent allusion

Required Texts: The Handmaid's Tale Margaret Atwood

Antigone Sophocles

Excerpt from The Feminine Mystique Betty Friedan

"Her Kind" Anne Sexton

"Sonnet: The Ladies Home

Journal" Sandra Gilbert

"Siren Song"

Margaret Atwood

“Goblin Market” Christina Rossetti

Additional

Texts/Materials: The Doll's House Henrik Ibsen

"The Yellow Wallpaper"

Charlotte Gilman

Excerpt from The Wives of England

and build on one another to produce a complex account; provide an objective summary of the text. RL: 11­12.3 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). RL: 11­12.4 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. RL: 11­12.5 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.

GAFE/Technology: Whole class analysis of poems, Socrative assessment of thesis statements and topic sentences, Google Classroom response to “Goblin Market” prompt, comment on other students’ prompts. Special Education/504 Providing Anchor Copies with Rubrics Guided Reading with Highlighting Underlining Providing Definitions Outlining Modeling Chunking Scaffolding Repeat/Rephrase Conferencing ELL (SEI) Strategies Provide definitions of key subject specific language Cloze writing Word wall for rhetorical strategies Poster of standard analytical essay organization At Risk of School Failure Providing notes

Sarah Stickney Ellis

"Goblin Market" Christina Rossetti

RL: 11­12.6 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). RL: 11­12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text­complexity or above with scaffolding as needed. RI: 11­12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI: 11­12.2 Determine two or more central ideas of a text, and analyzes their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI: 11­12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

Scaffolding Graphic organizers Conferencing Extra help Guided reading Retesting Study guides Gifted and Talented Self­Directed Learning Independent Research Individualized Pacing Supplemental Texts (Higher Lexile Levels) Holocaust Commission: Socratic Seminar on The Handmaid’s Tale : Could this happen today? Assessments: Formative: Daily annotations of reading in The Handmaid’s Tale Summative: Q4 quarterly cumulative exam: released AP exam (55 mc questions, analysis essay) Benchmark: Analysis essay: Many works of

literature deal with political

or social issues. Using The

Handmaid’s Tale write an

essay in which you analyze

how the author uses literary

elements to explore one of

these issues and explain

how the issue contributes to

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI: 11­12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI: 11­12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI: 11­12.10 By the end of grade 12 read and comprehend literary nonfiction at grade level text­complexity or above. W: 11­12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

the meaning of the work as

a whole. Do not merely

summarize the plot. Alternative: Research an assigned topic as background for The Handmaid’s Tale and create a 4 slide presentation.

W: 11­12.2 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. W: 11­12.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. W: 11­12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) W: 11­12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W: 11­12.6 Use technology, including the

Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W: 11­12.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated 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. W: 11­12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W: 11­12.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research. W: 11­12.10 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. Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 11­12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 11­12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing

perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. S/L: 11­12.6 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.) L: 11­12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L: 11­12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L: 11­12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L: 11­12.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. L: 11­12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 11­12.6 Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SS: 6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political

equality in various countries. Career Ready Practices (CRPs): CRP2. Apply appropriate academic and technical skills. CRP4 . Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP12 .Work productively in teams while using cultural global competence. Personal Financial Literacy (9.1): 9.1.12.A.9. Analyze how personal and cultural values impact spending and other financial decisions. Career Awareness, Exploration, and Preparation (9.2): 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. 8.1.12.A.2 Produce and edit a multi­page digital document for a commercial or professional audience and present it to peers

and/or professionals in that related area for review. Technology Education, Engineering, Design, and Computational Thinking ­ Programming (8.2): See Unit 3.