TCSS Troup County School System English/Language Arts Curriculum Map British Literature and Composition

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1 Trup Cunty Schl System English/Language Arts Curriculum Map British Literature and Cmpsitin Thematic Unit # 2 Renaissance: Celebrating Humanity T Lve r Nt t Lve? That is the Questin Big Idea / Unit Gal: The gal fr this unit is t analyze and explre Renaissance literature and related infrmatinal texts with a fcus n GSE pririty standards. We will cnsider the theme f T Lve r Nt t Lve? That is the Questin. Length f Unit: 30 Days Unit 2/3 Cmmn Assessment Blueprint (assessment will ccur near the end f Unit 3) Unit 2 Checklist Reading Fcus: Literary r Infrmatinal Text Resurces: Extended Text: The Tragedy f Macbeth (p. 322) Shrt Texts (Mixture f Literary and Infrmatinal thematically cnnected texts): Life in Elizabethan and Jacbean England, pgs Edmund Spenser s Snnets, pgs Sir Philip Sidney s Snnets, pgs Shakespeare s snnets, pgs Cntemprary Cnnectin: William Shakespeare: T Be r Nt t Be a Rcker, pg. 247 The Passinate Shepherd t His Lve by Christpher Marlwe, pgs The Nymph s Reply t the Shepherd by Sir Walter Raleigh, pgs The King James Bible and English Literature article Manifld Greatness: The Creatin and Afterlife f the King James Bible (green textbk) Thrne f Bld: Explring Hw Shakespeare Can Be Adapted Withut the Unit Essential Questin(s): D we chse ur wn fates r are certain aspects f ur lives predetermined? Hw is the cncept f lve prtrayed in bth Renaissance drama and petry? T what extent des pwer (r the lack f pwer) affect individuals and/r relatinships? Hw is the cncept f lve prtrayed in snnets and petry f the Renaissance? RI2, Pririty Standards: RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI3, RI5, RI9 W1, W2, W7, W8 L5 Supprt Standards: RL1, RL2, RL4, RL5, RL6, RL7 RI1, RI2, RI4, RI7 W9 L1, L2, L4 SL1, SL4 Writing Fcus: Argumentative Primary Writing Tasks (at least 3 f these shuld be in the unit fcus) Students rewrite and perfrm a mdern adaptatin f scenes frm Macbeth in grups. Evaluate the difference in the prjected utcme and the eventual utcmes based upn Macbeth and Lady Macbeth's ambitin. Why is this juxtapsitin crucial t the understanding f the central idea? What are the supernatural elements in Macbeth? Explain in an essay hw Shakespeare impacted mdern day views f witchcraft. Explain hw Shakespeare s structural chices create an effect f mystery, tensin, r surprise in the first tw acts f the play. Select a central character frm Macbeth and write an argument shwing hw this character is primarily respnsible fr the tragedy. Narrative Writing Tasks: Students chse a Shakespearean snnet and write a 14-line pem in respnse t the speaker f Shakespeare s pem. Write a slilquy frm the slain Duncan s pint f view in which he describes the state f Sctland and his hpes fr the future f Sctland.

2 Bard s Dialgue article Wmen in Shak espeare s plays article Incentives t Lve article Designing a Glbe Theater fr the 21 st Century, pgs The Scttish Play Tld with Sund and Fury with Puppets, pgs Additinal Materials: Argumentative Essay Infrmative/Explanatry Essay Theater Superstitins Shak es peare s Deaths and Murders Marlwe and Raleigh ntes Reading Jurnals Jurnal Assessment Rubric Lessns fr Unit 2 (all lessns are hyperlinked belw): Research Cnnectins: Queen Elizabeth I r James I (research and discuss the impact n theaters) Students explre slilquies and then chse key lines that develp the central purpse f the play. Or, students find key mments thrughut the play when Macbeth culd have turned frm evil. Rutine Writing (Ntes, summaries, prcess jurnals, and shrt respnses acrss all genres): Jurnals Cmmentary n plitical cartns Ntes/summaries Shrt respnses (review guides) ELA12.2: Capstne: Fcus n cnducting research, gathering infrmatin frm surces, dcumenting surces, citing strng and thrugh textual evidence, and drawing evidence frm surces (W7, W8, RI1, W9) ELA12.2.1: Fcus n determining and analyzing impact f wrd meanings, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language (RL4, L4, L5) ELA12.2.2: Fcus n analyzing effects f structure, analyzing pint f view, and determining and analyzing wrd meanings and impact (RL5, RL6, RL4) ELA12.2.3: Fcus n analyzing text interactins, analyzing and evaluating text structures, analyzing fundatinal dcuments, determining and analyzing central idea develpment, summarizing, and integrating and evaluating multiple surces f infrmatin (RI3, RI5, RI9, RI2, RI7) ELA12.2.4: Fcus n determining and analyzing central idea develpment, demnstrating knwledge f British literature, demnstrating an understanding f figurative language, wrd relatinships, and nuances, analyzing text interactins, citing strng and thrugh textual evidence, and analyzing impact f authr s chices (RL2, RL9, L5, RI3, RL1, RL3) ELA12.2.5: Fcus n analyzing impact f authr s chices, participating in cllabrative discussins, and determining r clarifying wrd meanings based n a range f strategies (RL3, SL1, L4c) ELA12.2.6: Fcus n determining and analyzing develpment f tw r mre themes, drawing evidence frm surces, and determining r clarifying wrd meanings based n a range f strategies (RL2, W9, L4c) ELA12.2.7: Fcus n analyzing impact f authr s chices, citing strng and thrugh textual evidence, participating in cllabrative discussins, and determining r clarifying wrd meanings based n a range f strategies (RL3, RL1, SL1, L4c) ELA12.2.8: Fcus n analyzing impact f authr s chices, citing strng and thrugh textual evidence, participating in cllabrative discussins, and determining r clarifying wrd meanings based n a range f strategies (RL3, RL1, SL1, L4c) ELA12.2.9: Fcus n determining r clarifying wrd meanings based n a range f strategies, citing strng and thrugh textual evidence, participating in cllabrative discussins, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language (RL4, RL1, SL1, L4c, L5a) ELA : Fcus n analyzing effects f structure, citing strng and thrugh textual evidence, drawing evidence frm surces and determining r clarifying wrd meanings based n a range f strategies (RL5, RL1, W9a, L4c) ELA : Fcus n determining and analyzing develpment f tw r mre themes, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and participating in cllabrative discussins (RL2, W9, L4ac, SL1) ELA : Fcus n writing infrmative texts, analyzing effects f structure, and demnstrating cmmand f standard English (W2, RL5, L1, L2) ELA : Fcus n determining and analyzing develpment f tw r mre themes, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language, wrd relatinships and nuances (RL2, W9, L4, L5) ELA : Fcus n a analyzing impact f authr s chices and determining r clarifying wrd meanings based n a range f strategies (RL3, L4) ELA : Fcus n determining and analyzing impact f wrd meanings, analyzing effects f structure, participating in cllabrative discussins, presenting infrmatin, and demnstrating understanding f figurative language, wrd relatinships and nuances (RL4, RL5, SL1, SL4, L5) ELA : Fcus n analyzing impact f authr s chices and determining r clarifying wrd meanings based n a range f strategies (RL3, L4c) ELA : Fcus n determining and analyzing develpment f tw r mre themes, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language (RL2, W9a, L4, L5)

3 ELA : Fcus n analyzing impact f authr s chices, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language (RL3, W9a, L4, L5) ELA : Fcus n analyzing effects f structure, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language, wrd relatinships, and nuances (RL5, W9a, L4c, L5ab) ELA : Fcus n analyzing impact f authr s chices, drawing evidence frm surces, and determining r clarifying wrd meanings based n a range f strategies (RL3, W9a, L4c) ELA : Fcus n analyzing impact f authr s chices, drawing evidence frm texts, participating in cllabrative discussins, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language, wrd relatinships nuances (RL3, W9a, SL1, L4c, L5a) ELA : Fcus n analyzing impact f authr s chices, determining wrd meanings and impact, drawing evidence frm surces, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language, wrd relatinships, and nuances (RL3, RL4, W9a, L4c, L5a) ELA : Fcus n analyzing impact f authr s chices, analyzing effects f structure, drawing evidence frm surces, participating in cllabrative discussins, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language, wrd relatinships, and nuances (RL3, RL5, W9a, SL1, L4c, L5a) ELA : Fcus n writing arguments, analyzing impact f authr s chices, drawing evidence frm surces, and demnstrating cmmand f standard English (W1, RL3, W9, L1, L2) ELA : Fcus n analyzing multiple interpretatins f a stry, analyzing fundatinal dcuments, determining meanings and impact f wrds and phrases, integrating and evaluating multiple surces, and drawing evidence frm surces (RL7, RI9, RI4, RI7, W9) ELA : Fcus n determining and analyzing impact f wrd meanings, determining r clarifying wrd meanings based n a range f strategies, and demnstrating an understanding f figurative language (RL4, L4, L5) Gergia Standards f Excellence (GSE) ELAGSE11-12RL1: Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. ELAGSE11-12RL3: Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). Essential Questins Vcabulary Lessns and Resurces Hw des ne cite strng and thrugh textual evidence t supprt analysis? What is the central idea f a piece f literature and hw d ideas interact and build n ne anther? Hw des ne prvide an bjective summary f a text? What are the effects f an authr s chices regarding setting, rder, and character develpment? Cite Textual evidence Inferences Explicit Analysis Theme Central idea Analyze Cite Evidence Supprt Inferences Objective Characters Analyze Develpment ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

4 ELAGSE11-12RL4: Determine the meaning f wrds and phrases as they are used in the text, including figurative and cnntative meanings; analyze the impact f specific wrd chices n meaning and tne, including wrds with multiple meanings r language that is particularly fresh, engaging, r beautiful. (Include Shakespeare as well as ther authrs.) What are figurative and cnntative meanings? Hw d wrds and phrases impact an authr s meaning and tne? Hw des an authr s wrd chice impact engagement and beauty? Dictin Figurative Cnntatin Dentatin Tne Cntext Syntax Engaging ELA ELA ELA ELA ELA ELA ELAGSE11-12RL5: Analyze hw an authr s chices cncerning hw t structure specific parts f a text (e.g., the chice f where t begin r end a stry, the chice t prvide a cmedic r tragic reslutin) cntribute t its verall structure and meaning as well as its aesthetic impact. ELAGSE11-12RL6: Analyze a case in which grasping pint f view requires distinguishing what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement). ELAGSE11-12RL7: Analyze multiple interpretatins f a stry, drama, r pem (e.g., recrded r live prductin f a play r recrded nvel r petry), evaluating hw each versin interprets the surce text. (Include at least ne play by Shakespeare and ne play by an American dramatist.) ELAGSE11-12RL9: Demnstrate knwledge f eighteenth-, nineteenth- and early twentieth-century fundatinal wrks (f American Literature, British Literature, Wrld Literature, r Multicultural Literature), including hw tw r mre texts frm the same perid treat similar themes r tpics. ELAGSE11-12RI1: Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide a cmplex Hw des the authr s structure impact the meaning and aesthetic impact f a text? Hw is pint f view related t satire, sarcasm, irny, r understatement? What are the differences amng multiple versins f the same wrk? Hw des a wrk reflect its time perid? Hw d tw texts frm the same time perid treat similar themes r tpics? What are effective ways t cite textual evidence t best analyze literature? What are central ideas in a text and hw d they develp ver the curse f that text? Hw des ne prvide a summary f the text Structure Md/atmsphere Cmedic Tragic Reslutin aesthetic Analyze Satire Sarcasm Irny Understatement Artistic medium Interpretatin Evaluatin Fundatinal wrks Themes Tpics Cmpare/cntrast Cite Textual evidence Inferences Explicit Analysis Central idea/main idea Analyze Cmplex Objective Summarize ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA12.2 ELA12.2.3

5 analysis; prvide an bjective summary f the text. ELAGSE11-12RI3: Analyze a cmplex set f ideas r sequence f events and explain hw specific individuals, ideas, r events interact and develp ver the curse f the text. ELAGSE11-12RI4: Determine the meaning f wrds and phrases as they are used in a text, including figurative, cnntative, and technical meanings; analyze hw an authr uses and refines the meaning f a key term r terms ver the curse f a text (e.g., hw Madisn defines factin in Federalist N. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness f the structure an authr uses in his r her expsitin r argument, including whether the structure makes pints clear, cnvincing, and engaging. ELAGSE11-12RI7: Integrate and evaluate multiple surces f infrmatin presented in different media r frmats (e.g., visually, quantitatively) as well as in wrds in rder t address a questin r slve a prblem. ELAGSE11-12RI9: Analyze fundatinal US dcuments f histrical and literary significance (including The Declaratin f Independence, the Preamble t the Cnstitutin, the Bill f Rights, and Lincln s Secnd Inaugural Address) fr their themes, purpses, and rhetrical features Fr British Literature, American Literature, and Multicultural Literature use cmparable dcuments f histrical significance. ELAGSE11-12W1: Write arguments t supprt claims in an analysis f substantive tpics r texts, using valid reasning and relevant and sufficient evidence. a. Intrduce precise, knwledgeable claim(s), establish the significance f the claim(s), distinguish the claim(s) frm alternate r ppsing claims, and create an rganizatin that lgically sequences claim(s), cunterclaims, reasns, and evidence. b. Develp claim(s) and cunterclaims Hw are cmplex ideas r sequences f events develped thrughut a piece f literature? What are strategies used in clarifying the meaning f wrds and phrases as they are used in a text? Hw des an authr use structure t emphasize pints and engage the reader? Hw can I integrate multiple surces t best answer a questin r reach a slutin? Hw des ne determine the quality f a surce? What are the prevalent themes, purpses, and rhetrical features f U.S. (11 th ) r British (12 th ) fundatinal dcuments f literary and histrical significance? What is argument writing? What is valid reasning and relevant and sufficient evidence? Outline Sequence Interact Develp Dictin Figurative meaning Cnntative Technical Structure Analyze Evaluate Engaging Integrate Evaluate Media (visual, aural, quantitative, film) Fundatinal dcuments Theme Purpse Rhetric Analyze Argument Supprt Claims Reasning Relevant Sufficient ELA ELA ELA ELA ELA ELA ELA ELA ELA

6 fairly and thrughly, supplying the mst relevant evidence fr each while pinting ut the strengths and limitatins f bth in a manner that anticipates the audience's knwledge level, cncerns, values, and pssible biases. c. Use wrds, phrases, and clauses as well as varied syntax t link the majr sectins f the text, create chesin, and clarify the relatinships between claim(s) and reasns, between reasns and evidence, and between claim(s) and cunterclaims. d. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. e. Prvide a cncluding statement r sectin that fllws frm and supprts the argument presented. ELAGSE11-12W2: Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. a. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. b. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience's knwledge f the tpic. c. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. Hw des ne chse the mst significant and relevant facts apprpriate t the audience s knwledge f the tpic? Infrmative Explanatry Organizatin Objectivity Transitin Tpic Cncrete details Qutatins Paraphrase Chesin ELA

7 d. Use precise language, dmainspecific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. e. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. f. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). ELAGSE11-12W7: Cnduct shrt as well as mre sustained research prjects t answer a questin (including a selfgenerated questin) r slve a prblem; narrw r braden the inquiry when apprpriate; synthesize multiple surces n the subject, demnstrating understanding f the subject under investigatin. ELAGSE11-12W8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the strengths and limitatins f each surce in terms f the task, purpse, and audience; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and verreliance n any ne surce and fllwing a standard frmat fr citatin. ELAGSE11-12W9: Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades Reading standards t literature (e.g., "Demnstrate knwledge f eighteenth-, nineteenth- and earlytwentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics"). b. Apply grades Reading standards t literary nnfictin (e.g., "Delineate and evaluate the What is effective research? Hw d I gather relevant infrmatin frm varius authritative print surces? Hw d I determine a surce s usefulness? Hw d I include infrmatin selectively t maintain flw f ideas and avid plagiarism? Why is fllwing a standard frmat (MLA) fr citatin imprtant, and hw d I fllw this frmat? Hw d I use evidence frm texts t supprt my analysis, reflectin, and research? Sustained Research Inquiry Synthesis Investigatin Primary surces Interview Print surces Digital surces Search engines Paraphrasing Summarizing Quting MLA frmat Citatin Wrks cited/bibligraphy Parenthetical citatin Textual evidence Analysis Reflectin Research ELA12.2 ELA12.2 ELA12.2 ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

8 reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses]"). ELAGSE11-12L1: Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. a. Apply the understanding that usage is a matter f cnventin, can change ver time, and is smetimes cntested. b. Reslve issues f cmplex r cntested usage, cnsulting references (e.g., Merriam-Webster's Dictinary f English Usage, Garner's Mdern American Usage) as needed. ELAGSE11-12L2: Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. a. Observe hyphenatin cnventins. b. Spell crrectly. ELAGSE11-12L4: Determine r clarify the meaning f unknwn and multiplemeaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd's psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. b. Identify and crrectly use patterns f wrd changes that indicate different meanings r parts f speech (e.g., cnceive, cnceptin, cnceivable). c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, its Hw d I demnstrate cmmand f the cnventins f standard English grammar and usage? Hw d I demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling? Hw d I use a hyphen and/r dash crrectly? What are effective strategies t determine r clarify meaning f unknwn wrds and phrases? Standard English Standard English Capitalizatin Punctuatin Hyphen Dash Clarify Multiple-meaning flexibility ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

9 etymlgy, r its standard usage. d. Verify the preliminary determinatin f the meaning f a wrd r phrase (e.g., by checking the inferred meaning in cntext r in a dictinary). ELAGSE11-12L5: Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., hyperble, paradx) in cntext and analyze their rle in the text. b. Analyze nuances in the meaning f wrds with similar dentatins. ELAGSE11-12SL1: Initiate and participate effectively in a range f cllabrative discussins(ne-n-ne, in grups, and teacher-led) with diverse partners n grades tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. a. Cme t discussins prepared, having read and researched material under study; explicitly draw n that preparatin by referring t evidence frm texts and ther research n the tpic r issue t stimulate a thughtful, well-reasned exchange f ideas. b. Wrk with peers t set rules fr cllegial discussins and decisin-making, set clear gals and deadlines, and establish individual rles as needed. c. Prpel cnversatins by psing and respnding t questins that prbe reasning and evidence; ensure a hearing fr a full range f psitins n a tpic r issue; clarify, verify, r challenge ideas and cnclusins; and prmte divergent and creative perspectives. d. Respnd thughtfully t diverse perspectives; synthesize cmments, claims, and evidence made n all sides f an issue; reslve cntradictins when pssible; and determine what additinal infrmatin r research is required t deepen the investigatin r cmplete the task. Hw des understanding f figurative language, wrd relatinships, and nuance affect wrd meaning? Hw d I participate in a range f cllabrative discussins t express ideas and listen t thers? Figurative language Nuances Hyperble Paradx Dentatin Cllabrative discussins Textual evidence Cllegial discussins Respnse Diverse perspectives Qualify Justify Evidence Reasning ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELAGSE11-12SL4: Present infrmatin, Hw des my presentatin (style, Clarity ELA

10 findings, and supprting evidence, cnveying a clear and distinct perspective, such that listeners can fllw the line f reasning, alternative r ppsing perspectives are addressed, and the rganizatin, develpment, substance, and style are apprpriate t purpse, audience, and a range r frmal and infrmal tasks. rganizatin, etc.) affect my audience s understanding? Hw can I best present a clear and distinct perspective, such that listeners can fllw my reasning? Cncise Lgical Organizatin Develpment Substance Style Purpse Audience Task

11 Lessns fr British Literature Unit 2 The fllwing pages are the lessns fr the unit that have been linked at the beginning f the dcument. These lessns are based n identified GSE high-pririty standards and incrprate unit texts and resurces.

12 ELA12.2 Research/Jurnals (Capstne) Nte: ELA will have the respnsibility fr the Research paper f the Capstne Prject as well as Jurnal entries. Mst f the jurnal entries include reading an article and writing a jurnal respnse that includes incrprating textual evidence. Wrking with students n hw t write these jurnal entries shuld prvide pprtunities t teach hw t paraphrase and incrprate direct qutatins and hw t use MLA style t prperly cite surces. Reference this lessn fr materials related t Capstne. Learning Target(s) I can: identify and/r generate their wn research questin r prblem adapt the scpe f tpic (narrw r braden) based n research findings analyze and determine the relevance f data and infrmatin cllected based n the research questins(s) synthesize infrmatin gathered frm multiple print and nline surces assess the strengths and limitatins f a surce used fr research evaluate surces t determine their strengths and weaknesses evaluate surces' effectiveness in speaking t writer's task, audience, and purpse recgnize the value f using a variety f surces, rather than relying heavily n a single surce integrate evidence cllected during research int their writing while aviding plagiarism use required frmat crrectly Pririty Standards: Supprt Standards Pre-requisite Learning Pririty Standards: ELAGSE11-12W7: Cnduct shrt as well as mre sustained research prjects t answer a questin (including a self-generated questin) r slve a prblem; narrw r braden the inquiry when apprpriate; synthesize multiple surces n the subject, demnstrating understanding f the subject under investigatin. ELAGSE11-12W8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the strengths and limitatins f each surce in terms f the task, purpse, and audience; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and verreliance n any ne surce and fllwing a standard frmat fr citatin. Supprt Standards: ELAGSE11-12RI1: Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text, including determining where the text leaves matters uncertain. ELAGSE11-12W9: Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades Reading standards t literary nnfictin (e.g., "Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist,

13 presidential addresses]") Resurces fr Instructin Time Allcated Capstne Manual Jurnal #3 Days will be embedded thrughut the first semester. EQ Activatr/Cnnectin/Warm Up Instructinal Delivery Teaching Pint/Mini Lessn/Teacher Input (I D/Mdeling) Expectatins fr the Capstne in this unit include: Wrk n research paper (due date is n later than Nvember 18) Cmpletin f Jurnal #3 by Octber 21 Guided Instructin/ Differentiated Instructin (We D) Independent Practice (Yu D) Summarizer/Clsure/Evaluatin f Lessn It will be imprtant t teach students the skills they will need t successfully read and cite frm text, as well as t research t gather infrmatin. A lessn n surce credibility will help students as they identify surces fr use in their research paper. Students will als need instructin n MLA frmat including wrks cited page and internal citatins fr their research paper.

14 Learning Target(s): Pririty Standards: Supprt Standards Pre-requisite Learning Resurces fr Instructin Time Allcated EQ Activatr/Cnnectin/Warm Up Instructinal Delivery Teaching Pint/Mini Lessn/Teacher Input (I D/Mdeling) I can: analyze text fr wrd chice and analyze hw the use f language advances the plt r affects the tne r pacing f the wrk determine hw wrd chice affects meaning and advances the plt analyze hw specific wrd chice creates fresh, engaging, and aesthetically pleasing text analyze hw wrds with multiple meanings create aesthetically pleasing text examine the specific patterns f dictin in the text and determine its specific impact and verall meaning Pririty Standards: ELAGSE11-12RL4: Determine the meaning f wrds and phrases as they are used in the text, including figurative and cnntative meanings; analyze the impact f specific wrd chices n meaning and tne, including wrds with multiple meanings r language that is particularly fresh, engaging, r beautiful. (Include Shakespeare as well as ther authrs.) Supprt Standards: ELAGSE11-12L4: Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. ELAGSE11-12L5: Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. Elizabethan Language Terms Insult Generatr Renaissance: Celebrating Humanity PwerPint Celebrating Humanity: The English Renaissance Perid, pgs ½-1 day Hw is the structure and vcabulary f Elizabethan English different frm ur mdern English? Students familiarize themselves with Shakespeare s language by creating insults using the Elizabethan Insult Generatr. Prvide students with backgrund n the Renaissance using the Renaissance: Celebrating Humanity PwerPint. Additinally, prvide students with an pprtunity t make bservatins abut Elizabethan language. As this lessn may take less than ne class perid, yu will likely want t mve t the next lessn n snnets. Guided Instructin/ Differentiated Instructin (We D) Independent Practice (Yu D) Summarizer/Clsure/Evaluatin f Lessn Turn and talk: Based n what yu knw and have learned abut the Renaissance backgrund, what d yu think the literature will relate t?

15 Learning Target(s): Pririty Standards: Supprt Standards Pre-requisite Learning Resurces fr Instructin Time Allcated EQ Activatr/Cnnectin/Warm Up Instructinal Delivery ELA I can: analyze an authr's chices abut structure and rganizatin f a stry r drama (e.g. multiple pints f view, flashback) analyze the effect f an authr's chices n the stry r drama itself and/r the audience analyze the literary devices used t determine the rhetrical and/r aesthetic purpses f the text analyze hw authr's chices impact the verall structure, meaning, and/r aesthetic impact f a text analyze text in rder t recgnize and interpret styles f writer's craft (e.g., sarcasm, satire, irny, and understatement) evaluate hw wrds r expressins can carry literal and figurative meaning (e.g., in Marc Antny's speech frm Julius Caesar: "Brutus says he is ambitius, and Brutus is an hnrable man") evaluate hw the authr's use f irny creates nuances in a text Pririty Standards: ELAGSE12RL5: Analyze hw an authr s chices cncerning hw t structure specific parts f a text (e.g., the chice f where t begin r end a stry, the chice t prvide a cmedic r tragic reslutin) cntribute t its verall structure and meaning as well as its aesthetic impact. ELAGSE12RL6: Analyze a case in which grasping a pint f view requires distinguishing what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement). Supprt Standards: ELAGSE12RL4: Determine the meaning f wrds and phrases as they are used in the text, including figurative and cnntative meanings; analyze the impact f specific wrd chices n meaning and tne, including wrds with multiple meanings r language that is particularly fresh, engaging, r beautiful. Snnet Structure PwerPint Snnet 130 Page 278 (green textbk) Analyzing Snnet 130 handut Snnet 130 paper Edmund Spenser s Snnets, pgs Sir Philip Sidney s Snnets, pgs Shakespeare s Snnets, pgs Cntemprary Cnnectin: William Shakespeare: T Be r Nt t Be a Rcker, pg days Hw d the elements f a snnet, (e.g. blank verse, rhyme scheme, cuplets, and meter) cntribute t the meaning f the pem? Hw d simile and metaphr cntribute t the meaning f the snnet? Have students read Cntemprary Cnnectin: William Shakespeare: T Be r Nt t Be a Rcker n pg Students will take the snnet pre-check n slides 2 and 3 f the PwerPint. Teaching Pint/Mini Lessn/Teacher Input (I D/Mdeling) Students will understand the structure f the snnet, identify the vcabulary wrds simile, metaphr, rhyme scheme, assnance, and alliteratin, and analyze the text by line by line interpretatin and by lking fr an verall meaning. Prvide direct instructin n snnets

16 Guided Instructin/ Differentiated Instructin (We D) Independent Practice (Yu D) and snnet structure using the Snnet Structure PwerPint. Pass ut cpies f Snnet 130 t each student. Pass ut cpies f Analyzing Snnet 130 t each student. Chse a reader t read the pem OR read the pem alud yurself. Either way, make sure yu and the students knw that when reading petry, yu ONLY stp where there is punctuatin. Stpping at the end f a line that cntains n punctuatin ften thrws ff the flw f the pem and hinders cmprehensin. Ask the fllwing questin: What des this snnet mean? Take vlunteers if there are any, and pick victims if n ne has a guess. Get at least three r fur respnses befre prceeding with the analysis f Snnet 130. Allw students t wrk in pairs r in grups (they either chse themselves r yu chse fr them). Dn t let mre than 3-4 peple wrk tgether. Have students wrk n questins 1-7 tgether ding #2 LAST (fr LEP/ESL mdificatins). Yu may need t explain, r this lessn may build n prir infrmatin yu ve already discussed (allw them t wrk minutes r until they seem t be finished). G ver questins 1-7 with yur students. Yu may ask fr vlunteers r call n students at randm. Either way, cme up with the best pssible answers t the questins. This is als where yu g ver line by line meanings. This pem is pretty simple and gd t start with fr this reasn. The last tw lines (the turn) are the mst imprtant. Otherwise yu (and yur students) may think the speaker wasn t all abut his mistress. Nte-- even withut a pem frm the time perid, yu can use the pem t generate lines ther authrs may have used in their petry. Example: change the first line t My mistress eyes burn brightly like the sun. The authrs f the perid were int utrageus cmparisns, and Shakespeare was pking fun (time will vary). After ging ver questins 1-7, assign questins 8 and 9 t wrk n individually. This can be dne in class r fr hmewrk. The questins are pinin questins but shuld relate t the snnet. Yu decide hw much f a respnse yu expect fr each questin ranging frm a paragraph t half a page. Optins t extend this lessn: Assign students t read ther snnets frm Shakespeare, Sidney, and Spenser and t cmplete the same handut that they have cmpleted fr Snnet 130. Nte: Yu may have t mdify slightly. Have students wrk independently r in pairs. Yu may have all students lk at the same snnet r yu may chse t assign different snnets t allw students t explain their part t the class. It is nt necessary t read every snnet that appears n the pages listed, but it is gd t have the students see the different types f snnets and have sme experience with clse reading f the snnets. Summarizer/Clsure/Evaluatin f Lessn Part f the assessment will be based n cmpletin f the Analyzing Snnet 130 wrksheet and the tw pinin questins at the bttm. Yu can grade writing based n a rubric. Yu may use this type f assignment t get advanced students t write critical respnse papers in the fur t five paragraph frmat.

17 Yu may als give students the fllwing tw chices: Fld a sheet f white paper (which wuld be an additinal material if yu chse this ptin) in half. T the left, create Shakespeare s mistress accrding t the pem. T the right, create the ppsite type f wman that ther pets were praising-- the ideal r purely fictitius wman. OR Based n this snnet frmat, create a respnse frm the mistress pint f view. Are yu happy? Are yu angry? Establish yur tne. Yu want t have lnger lines and match the rhyme scheme, but at this pint that s abut it (effrt).

18 Learning Target(s): Pririty Standards: Supprt Standards Pre-requisite Learning ELA I can: analyze the evidence that supprts explicit infrmatin r is the basis fr inference made distinguish amng multiple pieces f evidence and cite adequate evidence t thrughly supprt claims recgnize where the text des nt prvide a definitive answer analyze a set f ideas r sequence f events and explain their interactin in a text analyze significant fundatinal US dcuments fr key themes discern the purpses f fundatinal US dcuments by analyzing theme and text structure analyze rhetrical features f fundatinal US dcuments and evaluate their impact f meaning analyze the cmbined rle f themes, cncepts, and rhetrical devices in fundatinal US dcuments Pririty Standards: ELAGSE11-12RI3: Analyze a cmplex set f ideas r sequence f events and explain hw specific individuals, ideas, r events interact and develp ver the curse f the text. ELAGSE11-12RI5: Analyze and evaluate the effectiveness f the structure an authr uses in his r her expsitin r argument, including whether the structure makes pints clear, cnvincing, and engaging. ELAGSE11-12RI9: Analyze fundatinal US dcuments f histrical and literary significance (including The Declaratin f Independence, the Preamble t the Cnstitutin, the Bill f Rights, and Lincln s Secnd Inaugural Address) fr their themes, purpses, and rhetrical features Fr British Literature, American Literature, and Multicultural Literature use cmparable dcuments f histrical significance Supprt Standards: ELAGSE11-12RI2: Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide a cmplex analysis; prvide an bjective summary f the text. ELAGSE11-12RI7: Integrate and evaluate multiple surces f infrmatin presented in different media r frmats (e.g., visually, quantitatively) as well as in wrds in rder t address a questin r slve a prblem. Resurces fr Instructin The Stry Behind the Dcuments, pg. 284 Speech Befre Her Trps by Queen Elizabeth I (pgs ) Examinatin f DON LUIS DE CORDOBA (pgs ) Audi f Speech Befre Her Trps Queen Elizabeth I Related Q uest ins: Q ueen Elizabeth I s Speech t t he T r ps at Tilbury, 1588 The Stry Behind The Dcuments Venn Diagram Infrmatinal Text Speech and Eyewitness Accunt Mtivatinal Speech/Eyewitness Accunt Summarizer Time Allcated EQ 1-2 days What is the relatinship t the writer and traditin? What is the relatinship between place and literature?

19 Activatr/Cnnectin/Warm Up Day 1: Students will read The Stry Behind The Dcuments n p. 284 Day 2: Respnding t the Essential Questin: Hw des Elizabeth s speech reflect the influence f her sciety? Hw des it attempt t influence that sciety? Instructinal Delivery Teaching Pint/Mini Lessn/Teacher Input (I D/Mdeling) Guided Instructin/ Differentiated Instructin (We D) Independent Practice (Yu D) Summarizer/Clsure/Evaluatin f Lessn Day 1: (Small Grup r Whle Class Instructin) Teacher will highlight key factrs frm The Stry Behind The Dcuments Students will: Listen t: Audi f Speech Befre Her Trps Queen Elizabeth I and/r Read: Speech Befre Her Trps Queen Elizabeth I (pages ) Students will: Read: Examinatin f DON LUIS DE CORDOBA (page ) Students will: Cmplete Venn Diagram in small grups r individual Day 2: (Small Grup r Whle Class Instructin) Infrmatinal Text Speech and Eyewitness Accunt Student Activity - Write a Mtivatinal Speech r give an Eyewitness Accunt Mtivatinal Speech and Eyewitness Accunt Summarizer Chse One r Bth (Teacher s Chice) Students will write a mtivatinal speech t their schl s ftball team OR give an eyewitness accunt f an event. Mtivatinal Speech and Eyewitness Accunt Summarizer Mtivatinal Speech and Eyewitness Accunt Summarizer Rubric

20 Learning Target(s): Pririty Standards: Supprt Standards Pre-requisite Learning Resurces fr Instructin I can: ELA analyze the develpment f multiple themes thrughut the text, including evidence frm the text as supprt synthesize the analysis f the majr ideas in tw r mre texts in rder t cmpare the cmplexity and depth f each text describe hw central ideas and themes interact and build n ne anther t develp the full message f the text summarize the text using the central themes as well as supprting details use a range f textual evidence t supprt summaries and interpretatins f texts (e.g., purpse, plt/subplt, central idea, theme) cmpare and cntrast similar themes r tpics in tw r mre texts frm American literature written in the same time perid must analyze tw r mre authrs treatments f themes r tpics in fundatinal wrks f American literature written in the same perid determine where figures f speech are used in a text interpret the precise, intended meaning f the figure f speech based n the cntext in which it is used analyze the rle f figures f speech in a text analyze a set f ideas r sequence f events and explain their interactin in a text Pririty Standards: ELAGSE11-12RL2: Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. ELAGSE11-12RL9: Demnstrate knwledge f eighteenth-, nineteenth- and early twentieth-century fundatinal wrks (f American Literature, British Literature, Wrld Literature, r Multicultural Literature), including hw tw r mre texts frm the same perid treat similar themes r tpics. ELAGSE11-12L5: Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. ELAGSE11-12RI3: Analyze a cmplex set f ideas r sequence f events and explain hw specific individuals, ideas, r events interact and develp ver the curse f the text. Supprt Standards: ELAGSE11-12RL1: Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL3: Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). King James I backgrund PwerPint The King James Bible and English Literature article Manifld Greatness: The Creatin and Afterlife f the King James Bible backgrund infrmatin Evidence and Inference Chart

21 Time Allcated EQ Activatr/Cnnectin/Warm Up Instructinal Delivery Psalm 23 frm The King James Bible (text page 299) Psalm 137 frm the The King James Bible (text page 300) Frm The Sermn On The Munt frm The King James Bible Matthew 6:24-30 (text page 301) Frm the Parable f the Prdigal Sn frm The King James Bible Luke 15:11-32 (text page ) 2-3 days What qualities f language and rhythm cntribute t the appeal and influence f the King James Bible? Hw des the King James Bible shape r reflect sciety? In what ways des the Parable f the Prdigal Sn challenge lngstanding attitudes? The King James Bible has been arund fr centuries and an imprtant bk fr many Prtestants. Identify a bk that is very imprtant in yur culture and briefly explain why it is imprtant. Intrduce King James using the King James I backgrund PwerPint. Discuss the influence f the King James Bible n English literature. Say, Many cmmn expressins, such as the blind leading the blind, cme frm the King James Bible. Allw students t respnd with ther expressins they believe cme frm the bible. Say, Sme f my favrite sngs use metaphrs t cmpare t smething else. This is what psalms d. Sermns are similar t sme classes in which the teacher uses analgies, such as cmparing the human heart t a pump, t help get a pint acrss. Parables teach a mral lessn, as a fable such as The By Wh Cried Wlf, des. Have students listen t the language in each excerpt. Give students a cpy f the reading strategy. Say, In the Sermn n the Munt, Jesus says lilies d nt wrk, yet they are beautifully clthed. Gd prvides fr them. I infer frm what he is saying that he means that if yu have faith in Gd, yu d nt have t wrry abut hw yu will live. Cmplete chart. Summarizer/Clsure/Evaluatin f Lessn T assist struggling readers, assign chunks f the text. Assign a purpse t each: First reading literal cmprehensin (answer reading check questins) Secnd reading applicatin f skills (answer literary analysis and reading questins) Third reading interpretatin (answer end f selectin questins) Students share chart and cmpare inferences. Students cmpare their respnses given t the prmpt befre they cmpleted reading the selectins with their thughts afterward. Wrk individually r in grups, writing r discussing their thughts, t frmulate their new respnses.

22 Then, lead a class discussin, prbing fr what students have learned that cnfirms r invalidates their initial thughts. Encurage students t cite specific textual details t supprt their respnses.

23 Learning Target(s): Pririty Standards: Supprt Standards Pre-requisite Learning Resurces fr Instructin Time Allcated EQ Activatr/Cnnectin/Warm Up ELA I can: analyze an authr's chices regarding the develpment f literary elements in a stry r drama (setting, plt, characterizatin) analyze the impact f authr's chices regarding the develpment f literary elements n the stry r drama itself and/r the reader Pririty Standards: ELAGSE11-12RL3: Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). Supprt Standards: ELAGSE11-12SL1: Initiate and participate effectively in a range f cllabrative discussins(ne-n-ne, in grups, and teacherled) with diverse partners n grades tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. ELAGSE11-12L4: Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. The Tragedy f Macbeth, Act 1.1 and 1.2; fcus lines: Act 1, scene 1, lines 1-13 Act 1, scene 2, lines 1-25 and lines W it chcr af t in Shak espear e s T im e, narrated by Ethan Hawke: Macbeth Character List Macbeth Act 1 Audi Macbeth PwerPint Macbeth Text Imprvisatin: Scenes t 1-2 days What are the effects f an authr s chices regarding setting, rder, and character develpment? View the first segment in W itchcraf t in Shak espeare s T im e, narrated by Ethan Hawke Time: Shakespeare Uncvered Turn and talk with a partner abut yur respnse t what yu have viewed. Instruct student pairs t discuss what they learned abut witches in Shakespeare s time frm watching the brief vide assigned fr hmewrk. Student respnses may include: Shakespeare s audience wuld have reacted t witches differently than a mdern audience wuld. Peple in Shakespeare s time wuld have believed in real witches, and everyne wuld have spken abut them, s the characters in the play wuld have seemed mre real. Students culd als create skits based n the Imprvisatin Scenes. This

24 Instructinal Delivery Teaching Pint/Mini Lessn/Teacher Input (I D/Mdeling) In this first lessn f the unit, students begin their study f Macbeth by reading Act 1.1 and 1.2, in which the three Witches discuss Macbeth, and King Duncan learns f his bravery in battle. Students explre Shakespeare s develpment f Macbeth s character in these pening scenes. Wrking in pairs, students als begin t analyze the language and implicatins f these first scenes. Student learning is assessed via a Quick Write at the end f the lessn: Hw d the interactins in Act 1.1 and 1.2 develp Macbeth s character? Infrm students that in this lessn, they begin reading Macbeth by William Shakespeare. Explain that because Shakespeare ften takes mre than ne reading fr cmprehensin, they will listen t a masterful reading befre wrking in small grups t fcus n specific aspects f a passage. Distribute cpies f Macbeth t students. Ask students t lk at the full title The Tragedy f Macbeth as well as at the list f characters. Ask students: What infrmatin can yu gather frm the full title f this play? The full title f the play lets the reader and audience knw that this play is a tragedy. Differentiatin Cnsideratin: If students struggle, cnsider asking: What meanings f the wrd tragedy d yu knw? Hw might a play be characterized as a tragedy? Student respnses may include: A tragedy is a very sad and unfrtunate event. A play might be a tragedy if it is abut sad and unfrtunate events. What tragedies have yu encuntered befre? Student respnses may include: Rme and Juliet, Julius Caesar, Antigne, Oedipus the King, The Crucible Prvide a brief verview f the terms tragedy, tragic her, and tragic flaw. They will explre these terms mre in-depth in later lessns. Ask students: What infrmatin abut the play can yu gather frm the list f Characters in the Play? Student respnses may include: The play takes place in Sctland because Duncan, King f Sctland is a character. There are three Witches, s there are supernatural elements in the play. There are murderers and armies. Remind students t return t this character list each time they encunter a new character in the play. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: king means male ruler f a cuntry wh usually inherits his psitin and rules fr life and captain means military leader. Have students listen t a masterful reading (audi r vide) f Act 1.1 and 1.2 (frm When shall we three meet again t What he hath lst, nble Macbeth hath wn ). As students listen, ask them t fcus n infrmatin abut the character f Macbeth. Students will fllw alng,