PDF DRAFT - Georgia Standards

[Pages:43]TEACHER GUIDANCE

FOR TRANSITION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS

BRITISH LITERATURE

Reading Literary and Reading Informational

For use with Grades 11-12 Writing, Speaking and Listening, and Language Guidance

DRAFT

Dr. John D. Barge, State School Superintendent "Making Education Work for All Georgians"

Introduction

The purpose of this document is to provide concise and thorough guidance for teachers during the transition from the Georgia Performance Standards (GPS) to the new Common Core Georgia Performance Standards (CCGPS). The document is divided into two main sections: CCGPS Teacher Guidance by standard, and CCGPS/GPS Comparison and Transition. Contained within the CCGPS Teacher Guidance section are the skills, concepts, vocabulary, and strategies essential to each standard. The CCGPS Comparison and Transition section provides a side-by-side view of the original and the new standards to assist educators in identifying areas where instruction will remain unchanged and specific areas where skills or concepts have been added, moved, or where they may no longer exist within a particular grade. In grades 11 and 12, this document should be paired with the appropriate Writing, Listening and Speaking, and Language Guidance Document for the course (Grades 1112, or in rare instances, 9-10). The information provided here will be vital to instructors and other stakeholders during the 2012-2013 implementation of the CCGPS and beyond.

About Grades 11 and 12

Students in grades 11 and 12 are consolidating and internalizing the core skills of the CCGPS as they near the end of their high school careers, fulfilling the vision of a college- and career-ready individual with strong twenty-first century literacy skills and the ability to think critically. They undertake close, attentive reading of complex works of literature and informational texts, and are able to navigate confidently through significant amounts of information in a variety of formats. Eleventh and 12th graders have developed a very broad vocabulary that includes content-specific and technical terms along with a fluent and sophisticated grasp of the English language. Their growing understanding of the nuances of language will aid them in analyzing an author's point of view, recognizing the rhetorical elements of an argument, and in the the development of tone and mood in works of literature. Students at this level of development will apply their critical thinking skills to the comparison and analysis of a variety of works in different artistic and digital mediums, and to the transformation of classical source works such as Shakespeare or Homer into modern pieces. By grades 11 and 12 students are able to identify and understand the interplay of more than one central idea wtihin a single text, appreciating the way that ideas can build upon one another to achieve a complexity of thought. Students at this level can effectively evaluate primary and secondary source material from a variety of resources including digital resources and historic documents. Students can introduce and support arguments with valid reasoning, use accepted formatting and citation styles with ease, and convey complex ideas effectively using appropriate structures. Sustained research projects should be common-place by grades 11 and 12, and students are comfortable presenting findings to both large and small groups in multi-modal formats.

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 2 of 43 All Rights Reserved

Key to Contents

GUIDANCE A step by step guide to teaching CCGPS, including skills, concepts, vocabulary, and strategies Standards that did not previously appear in GPS, or are new concepts Additional material to assist in transitioning to the CCGPS

COMPARISON A comparison of GPS and CCGPS rigor, texts, terminology, expectations, and tasks Standards that have been added to CCGPS or are new concepts Standards that did not previously appear in GPS, or are new concepts Additional material to assist in transitioning to the CCGPS

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 3 of 43 All Rights Reserved

CCGPS TEACHER GUIDANCE:

Skills, concepts, strategies, tasks, and Recommended Vocabulary for Teaching and

Learning

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 4 of 43 All Rights Reserved

Grade 11-12 CCGPS Reading Literary (RL) ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Skills/Concepts for Students: Practice attentive reading both in the classroom and independently Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frames narrative) in works of British and Commonwealth fiction from different time periods. Distinguish important and relevant information from extraneous or redundant information Understand how to annotate text (both formally and informally) and the rationale for doing so; practice annotation consistently. Understand and practice skimming and close reading and know when each is appropriate Understand and practice summarizing and paraphrasing Read with appropriate fluency and speed for grade level text requirements (i.e. finish a 500 page novel in a prescribed time-frame). Understand inference, and the difference between explicit fact and inference Distinguish between analysis and summary Know the elements of analysis (e.g., how diction impacts tone) Tolerate uncertainty ? texts cannot and do not always provide solutions or clear positions; identify when a straight-forward conclusion cannot reliably be drawn

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 British Literature (see above) Assign enough reading of appropriately complex grade-level text to challenge and extend students' "endurance." Explain, model, and enforce the practice of annotating as you read. Allow students to choose at least a small percentage of their own reading material within appropriate complexity levels to foster an ownership of their literary development and to explore their own tastes. Within the broad parameters described by the CCGPS (fiction/non-fiction/technical text/poetry) explore a wide variety of genres, including avant-garde genres. Practice in-class reading, both silent and aloud, and incorporate professional audio and video renditions of text as well as graphic novels and other visual art as a viable way to experience text. Always require textual evidence and support for any claim, argument, or opinion from a text, even in informal discussion.

Sample Task for Integration: Preliminary to beginning a major literary text study, have students explore the various lenses of literary criticism. Students should choose or be assigned one of the following schools of criticism to research: traditional, sociological, archetypal, formalist, psychoanalytical, feminist, and structuralist. Students will prepare a 3 minute oral presentation describing the major academic points of this school of criticism and providing examples of criticism of this school as applied to a familiar text. Students may be grouped into teams of 7 so that they will only have to hear one presentation on each school of criticism if desired. Students will prepare and use index card annotations citing the results of their research. These cards may be used during the presentation and should be turned in as part of the assessment of the presentation.

Recommended Vocabulary for Teaching and Learning:

Relevant

Extraneous

Redundant

Annotation

Genre

Claim

Audience

Purpose

Point of view

Summary Analysis

Paraphrase Theme

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 5 of 43 All Rights Reserved

Grade 11-12 CCGPS Reading Literary (RL) ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Skills/Concepts for Students: Practice attentive reading both in the classroom and independently Relates identified elements in fiction to theme or underlying meaning Analyzes, and applies knowledge of the themes, structures, and elements of British and Commonwealth literature including drama and poetry Distinguish between theme, topic, main/central idea, concept, and thesis and understand the nuanced connotations of these words and understand exactly what you are attempting to identify or explain in a given instance Understand the concept of objectivity and work consistently toward providing summaries that are completely free of editorial bias (this is much more difficult than you might think) Determine when an assignment requires you to analyze or argue a claim and when it requires you to summarize without bias Determine what defines centrality in a theme; whether it is simply frequency of appearance in the text, or is it something more Understand and be able to identify techniques authors use to develop theme, such as exposition, dialogue, imagery, and conflict Identify dualities, contradictions, and parallel plot lines within texts; analyze the intentionality of these events and determine whether you as a reader believe they strengthen or detract from a text; do not shy away from forming a strong opinion of your own while remaining open to guidance from more experienced readers (strong and well-supported opinions are the basis of great analysis essays) Distinguish between "abstract" and "concrete" as concepts; concrete facts often accrue to form an abstract concept

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL2 British Literature (see above) Analyze and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (i.e., classism, imperialism) and provides support from the texts for the identified themes Provide clear-cut opportunities for the creation of both unbiased summaries and argumentative analysis. Model both and provide strong student examples Whenever practical and possible, choose short texts and more sustained readings that will spark strong reactions Choose texts that express complex or multiple themes. For fiction, choose a novel that features two or more equally strong and likable protagonists in direct opposition to one another

Sample Task for Integration: Students will explore common themes in British and Commonwealth literature, including social change, the misuse of power, unrequited love, colonial alienation, etc. In order to build background knowledge and context for the study of British and Commonwealth literature, students will share examples of novels exemplifying the assigned theme. Students will present via PowerPoint or Prezi providing examples from the texts or from synopses of the texts to illustrate how the novels provide examples of the theme in question. In this way students will begin a unit of literary study with a foundation of contextual knowledge of genre, theme, and important authors and time periods of British and Commonwealth literature.

Recommended Vocabulary for Teaching and Learning:

Theme

Main Idea

Analysis

Commonwealth

Classicism

Imperialism

Concrete

Technique

Duality

Summary Bias Parallel

Paraphrase Abstract

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 6 of 43 All Rights Reserved

Grade 11-12 CCGPS Reading Literary (RL) ELACC11-12RL3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Skills/Concepts for Students:

Determine the impact of word choice (diction) on a text, specifically on the tone of the text Analyze such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods

Determine the impact of sentence structure (fluency and syntax) on a text Learn to recognize literature that appeals to your own sensibility and identify the elements that are appealing Always annotate text as you read, whether formally or informally

In literary texts, make it your practice to identify "DTSFI" (diction, tone, syntax, figurative language, imagery) in every text; these are the elements most often discussed in analysis Keep a record of new vocabulary, both conversational and academic, as your literary acumen develops

Strategies for Teachers:

Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL3 British Literature (see above)

Guide students in learning to identify literary or rhetorical elements of texts by examining discrete elements in isolation. Use pr?cis writing as a foundational skill preliminary to advanced analysis. A pr?cis requires concise summary coupled with identification of literary or rhetorical elements, theme/topic, audience, and purpose. Expose students to texts from a variety of genres; comparing literary elements of drama, narrative, film, etc.

Have students experiment with the impact of specific changes on plot, setting, and character Isolate and examine the techniques most often/most artfully employed by individual authors, noting how the nature of these choices lend a flavor to their overall body of work

Integration Sample Task: Have students compare and contrast the setting in two novels set in the same basic geographic area and time period (for example Victorian England). Break the students into two groups, each examining one of the novels. Students should begin by determining the tone created by the setting in each novel (frightening, restrictive, exhilarating, adventurous, etc.) The students should list as many pieces of text evidence as possible to support their interpretation of the atmosphere created by the setting. Allow students to choose a partner from the other group and have the students compare their interpretations of setting and text evidence, focusing on identifying the different strategies used by the authors (for example author 1 might create a sense of doom through dark spaces and stormy weather; author 2 might create an expansive sense of adventure by having most of the action take place in a beautiful green forest). Students will write an analysis comparing and contrasting the strategies used by the authors. Students may also choose to compare and contrast two similar characters from those novels.

Recommended Vocabulary for Teaching and Learning:

Audience

Purpose

Genre

Exposition

Diction

Rising action

Resolution

Denouement

Tone

Figurative language

Characterization

Setting

Static

Flat

round

Allusion

Flashback

Allegory

Chronological

Irony

Antagonist

In medias res

Flashback

Frame narrative

Point of view Climax Syntax Plot Allusion Direct/indirect Protagonist Epistolary narrative

Narrative structure Falling action Imagery Dynamic flashback Motif Foreshadowing

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 7 of 43 All Rights Reserved

Grade 11-12 CCGPS

Reading Literary (RL)

ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Skills/Concepts for Students: Analyze the effects of diction, figurative language, and complex language constructions, including: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance, personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion, controlling images, extended metaphor, understatement, hyperbole, irony, and paradox, as they relate to underlying meaning) on poems, drama, and novels in works of British and Commonwealth Literature Identifies and analyzes patterns of imagery or symbolism Acquire and review knowledge of strategies for making meaning, such as word patterns and Greek and Latin roots Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions Keep a notebook of words and phrases that you particularly like Understand the difference between figurative language, idiomatic language, and poetic (sound) devices and be able to readily identify each Make a practice of actively identifying the tone of a text, remembering that all literary analysis should examine diction, syntax, tone, imagery, and figurative language

Strategies for Teachers: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL4 British Literature (see above) Have students routinely identify diction, syntax, tone, imagery, and figurative language in every work they examine Practice all recommended strategies for making meaning of unknown words (context, roots, word structure, reference materials, etc.) Require students to keep a journal of phrases and quotes that they particularly like (these can be analyzed for patterns periodically, giving students insight into their personal aesthetic preferences as readers) Integrate new vocabulary into lessons and lectures

Sample Task for Integration: Figurative and idiomatic language is usually fairly easy to interpret, but the connotations of words can be tricky and subjective. Have students write a list of 10 words from a text under consideration by the class. The words are to be chosen for their connotative weight. For example the word "trudge" connotes a heavy reluctance whereas "walk" does not. Also consider symbolic connotations, for example a red dress might be intended to connote loose morals in the character who wears it. This activity may require some class discussion about the nature of connotative meanings. Students will write the denotative and what they perceive to be the connotative meaning of each of their ten words. Students will trade word lists and write their own denotative and connotative meanings for each word, then compare results. Students will conclude by choosing one word/connotation pair and writing a short analysis showing the rationale for their interpretation based on text evidence.

Recommended Vocabulary for Teaching and Learning for Teaching and Learning:

Definition

Denotation

Connotation

Sound device

Tone

Root word

Alliteration

End rhyme

Slant rhyme

Assonance

Personification

Imagery

Simile

Metonymy

Synecdoche

Allusion

Controlling image

Extended metaphor

Irony

Paradox

Idiom

Figurative Diction Internal rhyme Metaphor Hyperbole Understatement

Idiomatic Concrete Consonance Conceit Symbolism Hyperbole

Georgia Department of Education Dr. John D. Barge, State School Superintendent

November 2011 Page 8 of 43 All Rights Reserved

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