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4 weeks
|
College and Career Readiness
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| (1) |
11-12L3 |
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. |
| (1) |
11-12L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (1) |
11-12L4a |
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. |
| (1) |
11-12L6 |
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (2) |
11-12SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
11-12SL1b |
Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed. |
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What is college and career readiness?
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Common Application Essay Prompts
SUNY Application Essay Prompts
Presentation form the Library Media Specialist on career exploration
Presentation from Guidance on the college process
Steps on learning the job aplication process
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Academic Vocabulary
Articulate
Capable
Detail-oriented
Focused
Inspirational
Motivated
Organized
Resume
Activity Sheet
FASFA
Common App
SUNY APP
Organize thoughths
Quote and Cite
Personal narrative
Story telling
Researching
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Students will be able to complete the college application process.
Students will be able to set goals and deadlines.
Students will be able to access technologicials associated with colleges and universities.
Students will look at potential careers and future jobs
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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Common Application Essay prompts
https://www.commonapp.org/blog/2022-2023-common-app-essay-prompts
SUNY Application
https://www.suny.edu/media/suny/content-assets/documents/application-forms/suny_app_worksheet.pdf
https://www.hesc.ny.gov/prepare-for-college.html
https://blog.wordvice.com/25-great-words-to-use-in-a-college-admissions-essay/
https://www.usnews.com/education/best-colleges/articles/how-to-write-a-college-essay
FASFA
https://studentaid.gov/h/apply-for-aid/fafsa
Common App
https://www.commonapp.org/
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College Essay
https://www.commonlit.org/en/texts/is-college-worth-it-is-this-even-the-right-question
https://www.commonlit.org/en/texts/what-do-you-want-really-really-want-out-of-your-college-education
https://www.commonlit.org/en/texts/why-double-majors-might-beat-you-out-of-a-job
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4 Weeks
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Life's Journey
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| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
|
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (4) |
11-12W3 |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
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How do we view death?
What do we value in life?
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Tuesday's With Morrie
Morrie's Nightline Interview with Ted Kopple
Tuesday's With Morrie Film
What is ALS?- Research
Lou Gherig Article
Lou Gherig's famous farewell speech "The Luckies Man Alive"
Mitch Albom's biography
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Literary Terms
Symbolism
Personification
Theme
Aphorism
Analyze
Significance
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Close-reading
Annotating
Using Context-clues
Making connections between different mediums
Literary Analysis
Determining the central idea of a text
Identifying writing strategies:
Reading comprehension
Exploration of Theme
Integrating quotes and evidence
Paraphrasing
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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ABC News Interview: Morrie Schwartz Lessons on Living
https://www.youtube.com/watch?v=RtYyT6Hl3ms&t=67s
Shared teacher resources via google drive
Ted Talk- Aphorism worksheet
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Tuesday's With Morrie Text analysis Questions
Vocabulary Quizzes
Personal narrative writing
Quick Writes
Letter Writing
Journal project
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4 weeks
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The Human Interaction and Emotion
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| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (5) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (3) |
11-12W1a |
Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence. |
| (5) |
11-12W2a |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. |
| (4) |
11-12W2d |
Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (3) |
11-12W2f |
Establish and maintain a style appropriate to the writing task. |
| (4) |
11-12W3 |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
| (2) |
11-12W3a |
Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. |
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What power rests in human emotion?
How does emotion drive behavior?
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Writing:
- Informative/explanatory texts
- Synthesizing information from multiple sources
- MLA Citations
- Sonnets
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Literary Terms:
- Allusion
- Symbolism
- Tragedy/Comedy/History
- Dramatic foil
- Soliloquy
- Aside
- Idyll
- Ode
- Sonnets
- Metaphysical poetry
- Conceit
Language:
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Students will be able to:
- Interpret figurative language, diction, syntax, and dramatic devices and analyze their overall effect on meaning.
- Trace the development of central themes in philosophical writings of the Renaissance.
- Make connections between the philosophical and social ideals of the Renaissance (as revealed in nonfiction texts) and the themes explored in poetry and drama.
- Compose a paper that synthesizes Renaissance themes and discusses how they are revealed through literary texts.
- Integrate direct quotations from multiple literary texts and details from relevant media sources into written work.
- Adhere to the conventions of MLA style.
- Construct a sonnet that adheres to the structure and form of the genre.
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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Resources
Suggested texts:
-
King Lear by William Shakespeare (drama) Useful in teaching about dramatic techniques and themes of human emotion and behavior.
- Hamlet by William Shakespeare (drama). Useful in teaching about dramatic techniques and themes of human emotion and behavior.
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"Sonnet 30" by Edmund Spenser (poem) Useful in teaching about paradox and the structure of sonnets.
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"The Flea" by John Donne (poem) Useful in teaching about conceits and hyperbole in metaphysical poetry
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"On My First Son" by Ben Jonson (poem) Useful in teaching about elegies and epigrams.
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"To His Coy Mistress" by Andrew Marvell (poem) Useful in teaching about imagery, metaphors, and metaphysical themes.
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"To the Virgins, to Make Much of Time" by Robert Herrick (poem) Useful in teaching about metaphors, symbolism, dicton, and syntax.
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"Meditation 17" by John Donne (essay) Useful in teaching about symbolism, metaphors, imagery, and conceits.
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excerpts from Leviathan by Thomas Hobbes (nonfiction) Useful in teaching about philosophical and social ideals of the Renaissance.
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"Of Cunning" by Francis Bacon (essay) Useful in teaching about philosophical and social ideals of the Renaissance.
Other resources:
-
Analyzing Language in Sonnets provides exercises for interpreting figurative language and dramatic devices in sonnets and other Shakespearean texts.
2. Lesson on King Lear includes a curriculum guide for teaching Shakespeare's King Lear.
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Assessments
- Guide to King Lear includes journal prompts, research topics, and guided reading questions that assess students' understanding of the text as well as their ability to analyze figurative language in the text.
- Guide to Hamlet includes journal prompts, research topics, and guided reading questions that assess students' understanding of the text as well as their ability to analyze figurative language in the text.
- Rubric for analytical essays can be used to assess written work that integrates direct quotations.
- Rubric for making connections can be used to assess students' abilities to integrate multiple sources of information into class discussions.
Analytical essay
Quick Writes
Quizzes
Unit Test
Class discussions
Socratic Seminars
Poetry Text-Analysis Essay
Compare and contrast writing
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
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4 Weeks
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Seeking Freedom, Peace, and Security
Breaking Barriers, Icons of History, Trailblazing Women of Math and Science
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| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
|
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (4) |
11-12R5 |
- In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
|
| (5) |
11-12R6 |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL) |
| (4) |
11-12R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (4) |
11-12W1c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic. |
| (3) |
11-12W1d |
Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts. |
| (5) |
11-12W2a |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. |
| (4) |
11-12W2b |
Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
11-12W2c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic. |
| (4) |
11-12W3 |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
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What is civil disobedience?
How do we know when to stand up for our beliefs, and how do we do that when it's time?
How has prejudice evolved over the years, and how does that shape the way people winteract with each other?
Who are the people who help make your dreams comes true?
What do we do when our dreams are not aligned with the reality of the time?
How can we impact our world on a small scale and on a large scale?
What give people strength to persevere?
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Excerpt from "Civil Disobedience" by Henry D. Thoreau
Excerpt from Hidden Figures https://www.commonlit.org/en/texts/the-women-of-hidden-figures
Hidden Figures - movie
"I Have a Dream" Speech by Martin Luther King, Jr.
"The Hill We Climb" - Inaugural poem by Amanda Gorman
"The Beans and Rice Chronicale of Isaiah Dunn" - Short story by Kelly J. Baptise
"Sometime We Need a Push" - Short Story by Walter Dean Myers
Songs of Protest and Renewal
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Academic Vocabulary
civil disobedience
inaugural
Literary Terms
anaphora
allusion
point of view
alliteration
consonance
assonance
repetition
parallelism
metaphor
|
Close-reading
Annotating
Using context clues
Analyzing perspectives
Analyzing historical events
Using Context-clues
Making connections between different mediums
Poetry Analysis
Literary Analysis
Argument- forming and defending a claim
Integrating quotes and evidence
Paraphrasing
Analyzing the quality of evidece
Determining the central idea of a text
Identifying writing strategies authors use to convey ideas
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
https://www.commonlit.org/en/texts/excerpt-from-civil-disobedience
https://www.commonlit.org/en/texts/i-have-a-dream
https://www.commonlit.org/en/texts/the-women-of-hidden-figures
https://www.commonlit.org/en/texts/her-code-got-humans-on-the-moon-and-invented-software-itself
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Songs of Protest Project
Analytical essay
Quick Writes
Quizzes
Unit Test
Class discussions
Socratic Seminars
Poetry Text-Analysis Essay
Compare and contrast writing
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
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|
4 weeks
|
The Effects of War
|
| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
|
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (5) |
11-12R6 |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL) |
| (3) |
11-12R8 |
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (4) |
11-12R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (5) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (3) |
11-12W1a |
Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence. |
| (2) |
11-12W1b |
Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases. |
| (4) |
11-12W1c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic. |
| (3) |
11-12W1d |
Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts. |
| (2) |
11-12W1e |
Provide a concluding statement or section that explains the significance of the argument presented. |
| (3) |
11-12W1f |
Maintain a style and tone appropriate to the writing task. |
| (3) |
11-12W2 |
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. |
| (5) |
11-12W2a |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. |
| (4) |
11-12W2b |
Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
11-12W2c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic. |
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How does war effect a soldier?
The causes and effects of war?
What is the duty and purspose of a soldier?
|
Fallen Angels by Walter Dean Myers
|
Academic Vocabulary
correspondent
barrage
pacification
reconnaissance
guerrilla
interdiction
bivouac
Literary terms
point of view
conflict
characterization
|
Close-reading
Annotating
Using context clues
Analyzing perspectives
Analyzing historical events
Using Context-clues
Making connections between different mediums
Literary Analysis
Argument- forming and defending a claim
Integrating quotes and evidence
Paraphrasing
Analyzing the quality of evidece
Determining the central idea of a text
Identifying writing strategies authors use to convey ideas
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
We Are Soldiers
https://www.commonlit.org/en/texts/the-war-prayer
https://www.commonlit.org/en/texts/resistance-to-the-vietnam-war
https://www.commonlit.org/en/units/war-stories/lessons_and_materials
|
Analytical essay
Quick Writes
Quizzes
Unit Test
Class discussions
Socratic Seminars
Text-Analysis Essay
Compare and contrast writing
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
|
|
3 weeks
|
Historical Context/Literary Movements:
|
| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
|
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (4) |
11-12R5 |
- In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
|
| (5) |
11-12R6 |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL) |
| (2) |
11-12R7 |
- In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
- In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
|
| (2) |
11-12SL1b |
Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed. |
| (1) |
11-12SL3 |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone. |
| (5) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (4) |
11-12W1c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic. |
| (3) |
11-12W1f |
Maintain a style and tone appropriate to the writing task. |
| (4) |
11-12W2c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic. |
| (4) |
11-12W2d |
Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (4) |
11-12W3 |
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. |
|
How rational are we?
Is humanity, in its natural state, good or evil?
What can come from making the familiar "strange"?
|
- The Neoclassical Period
- The Restoration
- The Age of Enlightenment
Writing:
- Literary arguments
- Introducing and developing claims
|
Literary Terms:
- Satire
- Parody
- Allegory
- Irony
- Unreliable narrator
- Tragic flaw
- Extended metaphor
- Paradox
Language:
- Cognates
- Conventions (with an emphasis on hyphenation and punctuation)
|
Students will be able to:
- Interpret and evaluate the use of satire, irony, and other literary devices in providing social commentary through literature.
- Identify textual evidence that supports themes that have been inferred from nonfiction texts and make connections with the themes of literary texts.
- Write and revise a social commentary/argument essay, with attention to diction, syntax, and tone.
- Compose a satirical text that employs features of the texts being studied.
- Participate in small-group discussions and projects related to the texts being studied and the social commentary satires.
- Determine word meaning through context and by studying word roots with related cognates.
"I Can" Statements
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
Suggested texts:
- Robinson Crusoe by Daniel Defoe (novel) Useful in teaching about irony and allegory.
- Gulliver's Travels by Jonathan Swift (novel) Useful in teaching about satire, parody, and unreliable narrators.
- Candide by Voltaire (novella) Useful in teaching about satire, allegory, and Enlightenment philosophy.
- excerpts from Paradise Lost by John Milton (epic) Useful in teaching about allegory and paradox.
- "The Rape of the Lock" by Alexander Pope (poem) Useful in teaching about mock-heroics, satire, and parody.
- "On Her Loving Two Equally" by Aphra Behn (poem) Useful in teaching about Neoclassicism and its themes.
- excerpts from The Diary of Samuel Pepys (diary) Useful in teaching about the historical context of the Restoration.
- "A Modest Proposal" by Jonathan Swift (essay) Useful in teaching about satire and hyperbole as well as social and historical context.
- excerpts from An Essay Concerning Human Understanding by John Locke (essay) Useful in teaching about empiricism and Enlightenment philosophy.
Other resources:
- Satire in Johnathan Swift engages students in a study of the satirical aspects of the work while researching the historical allusions from the text.
- Studying "A Modest Proposal" is a unit plan that focuses on satire and irony, and then engages students in the process of writing a satirical script inspired by current social issues.
- Fighting Fire with Satire includes a lesson plan and several multi-media resources for use in illustrating satire.
- Resources for teaching Candide includes a video and other multi-media resources on the text.
- Lesson on teaching about diction and its relationship to tone.
- Resources for teaching word roots and cognates.
|
Assessments
- Mock newscast or editorial assignment can be used to assess students' abilities to work with a group to understand and write satirical texts. (This assessment also integrates digital media.)
- Evaluation rubric can be used to assess the mock newscast or editorial.
- Evaluation questions related to a study of word roots and cognates.
- Rubric for argumentative essays.
Analytical essay
Quick Writes
Quizzes
Unit Test
Class discussions
Socratic Seminars
Text-Analysis Essay
Compare and contrast writing
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
|
|
3 weeks
|
Man vs. Man, Persevering, Redefining "Civilized" Behavior
|
| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
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| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (4) |
11-12R5 |
- In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
|
| (5) |
11-12R6 |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL) |
| (3) |
11-12R8 |
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (4) |
11-12R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (2) |
11-12SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (1) |
11-12SL2 |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems. |
| (1) |
11-12SL4 |
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (1) |
11-12SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
| (5) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (3) |
11-12W2 |
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. |
| (1) |
11-12W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 11/12 Reading standards to both literary and informational text, where applicable. |
| (1) |
11-12W6 |
Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation. |
| (1) |
11-12W7 |
Gather relevant information from multiple 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; avoid plagiarism, overreliance on one source, and follow a standard format for citation. |
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What does it mean to be civilized?
How do people respond to the atrocities of war?
What makes good people do bad things?
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Short Stories and research for argumentation
- "The Most Dangerous Game" by Richard Connell"
- "A Hanging" by George Orwell
- Articles on big-game hunting, some provided and others independently researched.
Novel:
The Lord of the Flies
Writing:
- Informative/explanatory texts
- Synthesizing information from multiple sources
- MLA Citations
|
Literary Terms
foreshadowing
irony
character development
plot progression
building of suspense
|
- Practice finding the best evidence to support ideas.
- Use Library Resources and Databases.
- Research
- Critique sources
- Evaluate evidence
- Persuade
- Proofread
- Argue different sides of an issue using evidence
- Public Speaking
- Interpret and evaluate the use of satire, irony, and other literary devices in providing social commentary through literature.
- Identify textual evidence that supports themes that have been inferred from nonfiction texts and make connections with the themes of literary texts.
- Write and revise a social commentary/argument essay, with attention to diction, syntax, and tone.
- Compose a satirical text that employs features of the texts being studied.
- Participate in small-group discussions and projects related to the texts being studied and the social commentary satires.
- Determine word meaning through context and by studying word roots with related cognates.
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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Articles on Big-Game Hunting:
https://www.latimes.com/opinion/opinion-la/la-ol-lion-cecil-hunting-20150803-story.html
https://www.cnn.com/2018/01/12/us/trophy-film-big-game-hunting-convention/index.html
School Library Databases
Copy of short story "The Most Dangerous Game" by Richard Connell
CommonLit questions and teacher-genrated study questions.
Copy of short story, "A Hanging" by George Orwell
|
Analytical essay
Quick Writes
Quizzes
Class discussions
Socratic Seminars
Text-Analysis Essay
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
|
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4 weeks
|
The use of words through expression
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| (7) |
11-12R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (6) |
11-12R2 |
Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL) |
| (6) |
11-12R3 |
- In literary texts, analyze the impact of author's choices. (RL)
- In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)
|
| (7) |
11-12R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL) |
| (5) |
11-12R6 |
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL) |
| (2) |
11-12R7 |
- In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL)
- In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)
|
| (5) |
11-12W2a |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. |
| (4) |
11-12W2b |
Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
11-12W2d |
Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (3) |
11-12W2f |
Establish and maintain a style appropriate to the writing task. |
| (2) |
11-12W3a |
Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. |
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What is the author's purpose?
What is the tone?
How does a poem differ from prose?
|
Various poem including but not limited to:
"Miss Rosie" by Lucille Clifton
"There was a Child Went Forth" by Walt Whitman
"Hope is a thing with Feather" by Emily Dickinson
"A Word is Dead" by Emily Dickinson
"The Wind Tapped like a tired Man" by Emily Dickinson
"A Road not Taken" by Roberst Frost
|
Literary Terms
tone
mood
theme
point of view
figerative language
prose
personification
alliteration
onomatopoeia
synedoche
rhyme
rhyme scheme
meter
refrain
stanza
meter
|
Close-reading
Annotating
Using context clues
Analyzing perspectives
Analyzing historical events
Using Context-clues
Making connections between different mediums
Literary Analysis
Argument- forming and defending a claim
Integrating quotes and evidence
Paraphrasing
Analyzing the quality of evidece
Determining the central idea of a text
Identifying writing strategies authors use to convey ideas
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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Poetry project: Students will choose five poems and analyze each peom and write a three paragraph text analysis response for each poem.
https://www.commonlit.org/en/texts/home-burial
https://www.commonlit.org/en/texts/stopping-by-woods-on-a-snowy-evening
https://www.commonlit.org/en/texts/no-man-is-an-island
https://www.commonlit.org/en/texts/the-death-of-a-soldier
|
Analytical essay
Quick Writes
Quizzes
Unit Test
Class discussions
Socratic Seminars
Text-Analysis Essay
Compare and contrast writing
Reading Comprehension MC Questions
Group presentations
Argumentative Essay
|
|
4 weeks
|
The Research Paper
|
| (4) |
11-12R5 |
- In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
|
| (3) |
11-12R8 |
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (4) |
11-12R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (5) |
11-12W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (3) |
11-12W1a |
Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence. |
| (2) |
11-12W1b |
Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases. |
| (4) |
11-12W1c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic. |
| (3) |
11-12W1d |
Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts. |
| (2) |
11-12W1e |
Provide a concluding statement or section that explains the significance of the argument presented. |
| (3) |
11-12W1f |
Maintain a style and tone appropriate to the writing task. |
| (3) |
11-12W2 |
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. |
| (5) |
11-12W2a |
Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. |
| (4) |
11-12W2b |
Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
11-12W2c |
Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of a topic. |
| (4) |
11-12W2d |
Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (1) |
11-12W2e |
Provide a concluding statement or section that explains the significance of the information presented. |
| (3) |
11-12W2f |
Establish and maintain a style appropriate to the writing task. |
|
What causes diverse opinions?
How can I distinguish a claim from a counterclaim?
How can I analyze information presented to form a supportive claim?
|
Library Databases
SIRS
Proquest
Opposing View Points
|
Academic Vocabulary
Argument
Citations
Claim
Counterclaim
Close-reading
Annotating
Using context clues
Analyzing perspectives
Argument- forming and defending a claim
Integrating quotes and evidence
Paraphrasing
Analyzing the quality of evidece
|
Conduct research through self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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 specific task, purpose, and audience as well as by applying discipline-specific criteria used in the social sciences or sciences; 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
Draw evidence from informational texts to support analysis, reflection
|
https://sites.google.com/a/pjschools.org/pjhslibrary/home/databases
MLA Handbook
Noodletools
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Four- six page tyed research paper
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