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5 Weeks
|
Introduction to Literature
|
| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
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. |
| (2) |
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) |
| (4) |
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) |
| (4) |
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)
|
| (4) |
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) |
| (3) |
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) |
11-12R6 |
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) |
11-12R7 |
- 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)
|
|
Why study literature?
What are the elements of fiction?
How can understanding plot, narration, character, setting, and literary techniques add to meaning?
|
Introduction to Literature pg. 1-13
Reading and Responding to Literature 16-17
The Five Parts of Plot
Types of Narration
Character
Setting
Symbol anf Figurative Language
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Genre
Canon
Epic
Metaphor
Simile
Short Story
Fiction
Poetry
Drama
Novel
Novella
Biography
Coming of Age
Gothis Fiction, historical fiction, romance
Parody
Pastoral
Allegory
Confict (internal, external)
Protagonist/antagoniststyle
Prose
images, figures of speech, symbols
tone & Mood
theme
Nonfiction
plot, action
in medias res
Flashback/flashforward
Episode
Subplot
Discriminated Occasion
Freytag's Pyramid: exposition, rising action, inciting incident, complication, climax (turning point), epiphany, falling action, deus ex machina, conclusion, epilogue, dénouement
Romance
Epic
Cponvention
Tragedy/comedy
Narrator- first, second, third person limited/omniscent, central consciousness- auditor
Unreliable narrator
Voice
Focus
Point of View
style/tone
Irony
Character: hero, villain, heroine, protagonist/antagonist,antihero, major/minor character, round/flat, static/dynamic
Archetype
Scapegoat
Characterization- direct/indirect
|
1. Critically read common texts from literature (short story, poetry & drama selections) to identify:
2. Critically think, utilizing evidence from literary texts as the basis for
and, most importantly,
3. Understand and apply the writing process (planning, writing, editing) to their essay writing.
4. Critically write, incorporating specific textual evidence from selected literary texts to present an analysis with:
-
a clear thesis
-
logical organization and coherence
-
specific, appropriate support from primary (short story, poetry & drama) & secondary sources
-
an appropriate voice for a specific audience and purpose
-
college-level control of vocabulary, sentence skills, mechanics, and spelling
5. Understand and apply the research process for college-level research essay on a literary topic, including the ability to:
|
The Norton Introduction to Literature
Kelly J. Mays
" Where Are You Going, Where Have You Been?" by Joyce Carol Oates
"The Cask of Amontillado" by Edgar Allan Poe
"Puppy" by George Saunders
"Araby" by James Joyce
"A Rose for Emily" by William Faulkner
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Essay #1 – 5% (Character Essay)
Essay #2 – 5 % (Character Essay, Take Two)
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|
5 Weeks
|
Symbol, Theme, and Figurative Language
|
| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
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. |
| (2) |
11-12L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (2) |
11-12L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (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) |
11-12R1 |
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) |
| (4) |
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) |
| (4) |
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)
|
| (4) |
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) |
| (3) |
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) |
11-12R6 |
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) |
11-12R7 |
- 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)
|
| (1) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (1) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
|
How does an understanding of symbols, themes, and figurative language enhance the reading experience ?
|
"The Birthmark" by Nathaniel Hawthorne
"The Open Boat" Stephen Crane
"Sonny's Blues" James Baldwin
"The Story of an Hour" Kate Chopin
|
Figures of Speech- Figurative Language
Images/imagery
Allegory
Allusion
Irony
Metaphor
Metonymy
Oxymoron
Personification
Simile
Symbol
Synecdoche
|
1. Critically read common texts from literature (short story, poetry & drama selections) to identify:
2. Critically think, utilizing evidence from literary texts as the basis for
and, most importantly,
3. Understand and apply the writing process (planning, writing, editing) to their essay writing.
4. Critically write, incorporating specific textual evidence from selected literary texts to present an analysis with:
-
a clear thesis
-
logical organization and coherence
-
specific, appropriate support from primary (short story, poetry & drama) & secondary sources
-
an appropriate voice for a specific audience and purpose
-
college-level control of vocabulary, sentence skills, mechanics, and spelling
5. Understand and apply the research process for college-level research essay on a literary topic, including the ability to:
-
use appropriate library resources to gather pertinent material for the research essay
-
take relevant, coherent notes from the source material
-
effectively summarize, paraphrase and quote material to support the essay’s thesis
-
use MLA style to document sources
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
The Norton Introduction to Literature
Kelly J. Mays
|
Essay #2 – 5 % (Character Essay, Take Two)
|
|
5 Weeks
|
Poetry
|
| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
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. |
| (2) |
11-12L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (2) |
11-12L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (4) |
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) |
| (4) |
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)
|
| (4) |
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) |
|
What is Poetry and how can it help enhance our undertstanding of the human experience?
|
Teachers can choose from:
"If" by Rudyard Kipling
"Head, Heart" Lydia Davis
"Richard Cory" Edwin Arlington Robinson
"Out, Out--" Robert Frost
"The Ruined Maid" Thomas Hardy
"I Wandered Lonely as a Cloud" William Wordsworth
"On Being Brought from Africa to America" Phillis Wheatley
"The Sky is low--the Clouds are mean" Emily Dickinson
"Divorce" Billy Collins
"Nebraska" Bruce Springsteen
"A Letter to Phillis Wheatley" Robert Hayden
"On Her Loving Two Equally" Aphra Behn
"Hard Rock Returns to Prison from the Hospital for the Criminal Insane" Etheridge Knight
"Hades Welcomes His Bride" A. E. Stallings
"Death of a Young Son by Drowning" Margaret Atwood
"She Dwelt among the Untrodden Ways" William Wordsworth
"A Certain Lady" Dorothy Parker
"I celebrate myself, and sing myself" Walt Whitman
"Ballad of the Landlord" Langston Hughes
"We Real Cool" Gwendolyn Brooks
"The Changeling" Judith Ortiz Cofer
"Daystar" Rita Dove
"Humanity 101" Demnise Duhamel
"Dover Beach" Matthew Arnold
"Persimmons" Li-Young Lee
'The Lea" John Donne
"To His Coy Mistress" Andrew Marvell
|
Poetry
Diction
Syntaax
conflict
metonymy
personification
rhyme
alliteration
situation/setting
sonnet
elegy
narrative, dramatic, lyric
conventions
epic
romance
ballad
dramatic poetry
lyric poetry
ode, elegy
Dramatic Monologue
Unreliable Narrator
Auditor
Inversion
epithet
apostrophe
enjambed, end-stopped
rhyme
meter
couplet
blank verse
sonnet
anapestic
narrator
persona
occasional poem
tone
|
1. Critically read common texts from literature (short story, poetry & drama selections) to identify:
2. Critically think, utilizing evidence from literary texts as the basis for
and, most importantly,
3. Understand and apply the writing process (planning, writing, editing) to their essay writing.
4. Critically write, incorporating specific textual evidence from selected literary texts to present an analysis with:
-
a clear thesis
-
logical organization and coherence
-
specific, appropriate support from primary (short story, poetry & drama) & secondary sources
-
an appropriate voice for a specific audience and purpose
-
college-level control of vocabulary, sentence skills, mechanics, and spelling
5. Understand and apply the research process for college-level research essay on a literary topic, including the ability to:
|
The Norton Introduction to Literature
Kelly J. Mays
|
Essay #3 – 10% (Poetry Explication)
Essay #4 – 15% (Midterm Examination, given in class)
|
|
5 Weeks
|
Drama
|
| (4) |
11-12L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
11-12L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (4) |
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. |
| (4) |
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) |
| (4) |
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)
|
| (4) |
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) |
| (3) |
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) |
11-12R6 |
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) |
11-12R7 |
- 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)
|
|
What is Drama and how can it help enhance our understanding of the human experience?
|
Trifles Susan Glaspell
Death of a Salesman Arthur Miller
Hamlet William Shakespeare
|
Conflict
characterization
protagonist/antagonist
plot
tragedy
comedy
farce
setting
stage directions
exposition
proscenium stage
thrust stage
arena stage
ampitheater
orchestra
skene
set
monologue
soliloquy
dramatic irony
|
1. Critically read common texts from literature (short story, poetry & drama selections) to identify:
2. Critically think, utilizing evidence from literary texts as the basis for
and, most importantly,
3. Understand and apply the writing process (planning, writing, editing) to their essay writing.
4. Critically write, incorporating specific textual evidence from selected literary texts to present an analysis with:
-
a clear thesis
-
logical organization and coherence
-
specific, appropriate support from primary (short story, poetry & drama) & secondary sources
-
an appropriate voice for a specific audience and purpose
-
college-level control of vocabulary, sentence skills, mechanics, and spelling
5. Understand and apply the research process for college-level research essay on a literary topic, including the ability to:
|
The Norton Introduction to Literature
Kelly J. Mays
|
Essay #5 – 20% - (OCCC Drama Assessment)
|
