PC\|MAC



CFAGRADE AND CONTENT AREA12, Language ArtsNAME OF UNIT“Beauty is Truth, Truth Beauty” – The Romantic PeriodTIME FRAME (UNIT + BRIDGE)3 weeksAUTHORSCharlotte Griffin and Sarah HoebPRIORITY STANDARDS1. [RL.12.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.4. [RL.12.4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)39. [L.12.5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.SUPPORTING STANDARDS[RL.12.10] By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently.38. [L.12.4] Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies.40. [L.12.6] Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase imp“UNWRAPPED” PRIORITY STANDARDS1. [RL 12.1] Students are able to: ? analyze the meaning of a text ? support analysis with explicit ideas from a text ? support analysis with inferences about a text ? prioritize quality of textual evidence to select strong supporting examples ? thoroughly explain textual evidence to support analysis ? identify textual ambiguity 4. [RL.12.4] Students are able to: ? determine meaning of unfamiliar words and phrases based on how they are used in a text ? determine the meaning of words with multiple meanings ? identify and explain figurative language with textual support ? identify and explain connotative language with textual support ? analyze an author's use of word choice to create meaning ? explain the impact of word choice in regard to beauty or engagement39. [L.12.5] Students are able to: ? interpret types of figurative language ? understand nuances in word meanings ? use the relationship between particular words to better understand each of the words ? distinguish among the connotations of words with similar denotations“UNWRAPPED” PRIORITY STANDARDS GRAPHIC ORGANIZER“Unwrapped” Priority Standards CONCEPTS“Unwrapped” Priority Standards SKILLSLevels of Cognitive RigorBLOOM’SDOKCite 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.? analyze the meaning of a text ? support analysis with explicit ideas from a text ? support analysis with inferences about a text ? prioritize quality of textual evidence to select strong supporting examples ? thoroughly explain textual evidence to support analysis ? identify textual ambiguity AnalyzingApplyingApplyingEvaluatingEvaluatingUnderstanding333442Determine 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.? determine meaning of unfamiliar words and phrases based on how they are used in a text ? determine the meaning of words with multiple meanings ? identify and explain figurative language with textual support ? identify and explain connotative language with textual support ? analyze an author's use of word choice to create meaning ? explain the impact of word choice in regard to beauty or engagementApplyingUnderstandingEvaluatingEvaluatingAnalyzingEvaluating324434Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.? interpret types of figurative language ? understand nuances in word meanings ? use the relationship between particular words to better understand each of the words ? distinguish among the connotations of words with similar denotationsEvaluatingEvaluatingEvaluatingAnalyzing3332BIG IDEAS1.Authors choose to use literary devices to help them express the meaning of the work as a whole. 2.A sonnet is a 14-line lyric poem written in iambic pentameter that has a specific rhyme scheme and other elements that authors can use to help the author express the meaning of the work as a whole.ESSENTIAL QUESTIONS1.How do the literary elements the author chooses to use contribute to the meaning of the work as a whole? 2.How does the author use the sonnet form to highlight the meaning of the work as a whole?UNIT LEARNING INTENTIONS WRITTEN AS STUDENT SUCCESS CRITERIA STUDENT SUCCESS CRITERIAEssential Questions“Unwrapped” Priority StandardsUnit VocabularyRespond correctly with your Big Ideas to the unit’s Essential Questions:Demonstrate your ability to do each of the following:Define and use the unit vocabulary terms appropriately:Keats and Wordsworth use the sonnet form (Shakespearean and Petrarchan) and other literary devices (metaphor, allusion, etc.) to help express the meanings of their works. Read and understand the sonnetsIdentify the parts of the sonnetsIdentify the literary elements the authors useEvaluate the connotative and denotative meanings of the wordsDiscover the meaning of the works as a wholeAnalyze the ways in which the sonnet forms and the literary elements contribute to the meanings of the works as a whole. alliteration, allusion, assonance, couplet, imagery, irony, metaphor, octave, Petrarchan Sonnet, quatrain, rhyme scheme, sestet, Shakespearean Sonnet, speaker, symbol, theme, tone, voltaLEARNING PROGRESSIONS SEQUENCED TO UNIT LEARNING INTENTIONS AND STUDENT SUCCESS CRITERIA and QUICK PROGRESS CHECKS MATCHED TO LEARNING PROGRESSIONS SubskillEnabling KnowledgeQuick Progress Check1. Determining meaning and usage of literary elementsHelp students to understand the meaning and usage of literary elementsDo students understand the meaning and the usage of literary elements?2. Understanding and analyzing the parts of the sonnet, including different types and elementsHelp students to understand and analyze the form of the sonnet, including different types and elementsDo students understand the sonnet form, including different types and their elements, and can students use these terms to analyze the sonnets?3. Interpreting and evaluating the authors’ uses of form and literary elements to express the meanings of the works as a wholeHelp students to Interpret and evaluate the authors’ uses of form and literary elements to express the meanings of the works as a whole Are students able to Interpret and evaluate the authors’ uses of form and literary elements to express the meanings of the works as a whole?SELECTED-RESPONSE QUESTIONS (MULTIPLE CHOICE ONLY) WITH ANSWER KEY AND DISTRACTOR ANALYSIS Read these two poems from the Romantic Period and answer the questions below. “The World Is Too Much with Us” by William WordsworthThe world is too much with us; late and soon,Getting and spending, we lay waste our powers;Little we see in Nature that is ours;We have given our hearts away, a sordid boon!This Sea that bares her bosom to the moon,The winds that will be howling at all hours,And are up-gathered now like sleeping flowers,For this, for everything, we are out of tune;It moves us not. --Great God! I'd rather beA Pagan suckled in a creed outworn;So might I, standing on this pleasant lea,Have glimpses that would make me less forlorn;Have sight of Proteus rising from the sea;Or hear old Triton blow his wreathèd horn.“When I Have Fears” by John KeatsWhen I have fears that I may cease to beBefore my pen has glean'd my teeming brain,Before high-piled books, in charact'ry,Hold like rich garners the full-ripen'd grain;When I behold, upon the night's starr'd face,Huge cloudy symbols of a high romance,And think that I may never live to traceTheir shadows, with the magic hand of chance;And when I feel, fair creature of an hour!That I shall never look upon thee more,Never have relish in the faery powerOf unreflecting love!—then on the shoreOf the wide world I stand alone, and thinkTill Love and Fame to nothingness do sink. 1.Question and Answer Choices (with correct answer underlined):What kind of sonnet is “When I Have Fears”? A. Petrarchan B. Shakespearean C. Spenserian D. BalladDistractor Analysis:The student will have to look at the rhyme scheme of the sonnet to determine the type. The detractors are other types of sonnets (and another form since there are only 3 types of sonnets), so if students can’t identify the rhyme scheme, any of these answers could be correct. 2.Question and Answer Choices (with correct answer underlined):What kind of sonnet is “The World Is Too Much with Us”?A. Petrarchan B. Shakespearean C. Spenserian D. BalladDistractor Analysis:The student will have to look at the rhyme scheme of the sonnet to determine the type. The detractors are other types of sonnets (and another form since there are only 3 types of sonnets), so if students can’t identify the rhyme scheme, any of these answers could be correct. 3.Question and Answer Choices (with correct answer underlined):Which is the best paraphrase of these lines from “When I Have Fears” “When I have fears that I may cease to beBefore my pen has gleaned my teeming brain”A. I am afraid that I will die before I have been able to write down all of the ideas I have in my head.B. I am afraid that I will die before I have learned to be a skilled poet and playwright.C. I am afraid that I have too many ideas to ever get them organized in my mind.D. I am afraid that I do not have the skill to create great art.Distractor Analysis: The student will have to understand the metaphor Keats uses in order to answer the question correctly. If the student does not understand the comparison of the ideas in his mind to a crop to be harvested, they may think that the speaker is concerned about the other answer choices – that he is not a good writer or that his ideas are too jumbled to make sense. 4.Question and Answer Choices (with correct answer underlined):Wordsworth alludes to Proteus and Triton in “The World Is Too Much with Us” in order to emphasize the theme that A. People are ignorant of the important advances of the Industrial Revolution. B. People in ancient Greece were too concerned with their personal problems. C. People in the modern world are too materialistic. D. People should be more interested in becoming successful and less interested in enjoying the world around them. In order to answer this question correctly, the student will have to understand Wordsworth’s frustration with the materialism he saw during the Industrial Revolution. If students do not discover this theme, they could believe that any of these answers are plausible. SHORT CONSTRUCTED-RESPONSE QUESTIONS WITH SCORING GUIDES5.Where is the volta in “When I Have Fears?” How does Keats use the form of the sonnet to emphasize his fears about death?Scoring Guide:1 Point – Correctly identifies the volta in the middle of line 12 - Of unreflecting love!—then on the shore2 Points – Correctly identifies the volt and understands that the volta occurs before it traditionally would in a sonnet (traditionally, the volta would be between lines 13 and 14), but does not explain why Keats did this3 Points – Explains that the volta occurs early (in a place other than between lines 13 and 14) because Keats knew his life would end early, but not explicitly naming the volta (!—then)4 Points - Correctly identifies the volta in the middle of line 12 – (!—then ) and explains that the volta occurs early (in a place other than between lines 13 and 14) because Keats knew his life would end early because of his tuberculosis6.In “The World Is Too Much with Us,” what is the primary literary element in the lines “--Great God! I'd rather be / A Pagan suckled in a creed outworn”? Which words particularly emphasize this technique? Explain how this device contributes to the meaning of the work as a whole (theme)?Scoring Guide:1 Point – Correctly identifies the literary element (irony) without explanations)2 Points – Correctly identifies the literary element and demonstrates the words (God and Pagan), but does not explain the meaning of the work and the contribution the words make to the meaning3 Points – Correctly identifies the literary element and the specific words and knows the them, but does not explain the connection 4 Points – Correctly identifies the literary element, the specific words that demonstrate the element, the theme of the poem, and the way these things are connectedACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF CORRECT RESPONSE 5.In order to earn the full four points for this question, the student’s answer must correctly identify the volta in the middle of line 12 – (!—then ) and explain that the volta occurs early (in a place other than between lines 13 and 14) because Keats knew his life would end early because of his tuberculosis. 6.In order to earn the full four points for this question, the student’s answer must correctly identify the literary element, the specific words that demonstrate the element, the theme of the poem, and the way these things are connected.EXTENDED-RESPONSE QUESTION WITH SCORING GUIDE7.How does the apostrophe Keats uses in Lines 9 and 10 (“And when I feel, fair creature of an hour, / That I shall never look upon thee more”) emphasize the sadness he feels over his mortality?Scoring Guide:By directly speaking to his lover, Keats helps the reader to understand the depth of his emotions. The reader can relate to this universal experience, the personal connection he has with this woman, and therefore can empathize with the grief she will feel when he is gone. 8.How does the personification of the sea and the wind contribute to the theme of “The World Is Too Much with Us”?Scoring Guide:The theme of the poem is that people have lost their connections to nature. The personification of the sea and the wind emphasizes the importance of the connection and reinforces the sadness and frustration Wordsworth feels as a result of this loss. 9.How does Keats use the form of the sonnet and its elements to emphasize the theme of “When I Have Fears”? Scoring Guide: Keats uses the Shakespearean Sonnet because the three quatrains allow him to express the three things he fears when he thinks about mortality. He ends the third quatrain early by placing the volta in the middle of Line 12 to demonstrate the brevity of his life. He also uses the couplet to show that the reader that mortality is a fact of life for all humans, and therefore all people must resign themselves to the acceptance of death. 10. What does Wordsworth mean when he says that people “lay waste” their powers through “Getting and spending” in “The World Is Too Much with Us”? How does the theme of the poem represent the beliefs held by the poets of the Romantic Period?Scoring Guide:Poets in the Romantic Period believed that people were becoming too materialistic as a result of the Industrial Revolution. These writers believed that there was a transformative power in nature that could make people kinder. Wordsworth worried that people were giving up their connection to nature for material goods and were spending all of their emotional energy working to earn more money to buy more things. This theme and these beliefs are exemplified through the use of the negative diction of getting, spending, and waste. 11.In the second quatrain of “When I Have Fears,” Keats worries that he will not live to fulfill his fate. Explain the irony of the ambiguity of this statement. Scoring Guide: Fate is that which is inevitably predetermined. It is impossible to “never live to trace” one’s fate. If Keats believes in fate, he must believe that his early death is predestined. The ambiguity of this quatrain emphasizes the irony that Keats must come to accept his mortality. 12. How does the imagery Wordsworth uses in “The World Is Too Much with Us” contribute to the poignancy of the theme of the poem? Use textual evidence to support your answer. The beautiful, natural imagery Wordsworth uses to describe the sea “that bares her bosom to the moon,” and the winds that are “up-gathered now like sleeping flowers” helps Wordsworth to emphasize his sorrowful tone as he ponders the loss of man’s connection to nature. He feels that people have willingly given up their relationship with the natural world for the sake of modern society. He believes this estrangement from nature will bring an end to true human happiness. ACCOMPANYING COMMENTARY OR SOLUTION STATEMENT WITH KEY ELEMENTS OF CORRECT RESPONSE 7.By directly speaking to his lover in the third quatrain of “When I Have Fears,” Keats helps the reader to understand the depth of his emotions. The reader can relate to this universal experience, the personal connection he has with this woman, and therefore can empathize with the grief she will feel when he is gone. 8.The theme of “The World Is Too Much with Us” is that people have lost their connections to nature. The personification of the sea and the wind emphasizes the importance of the connection and reinforces the sadness and frustration Wordsworth feels as a result of this loss. 9.Keats uses the form of the Shakespearean Sonnet in “When I Have Fears” because the three quatrains allow him to express the three things he fears when he thinks about mortality. He ends the third quatrain early by placing the volta in the middle of Line 12 to demonstrate the brevity of his life. He also uses the couplet to show that the reader that mortality is a fact of life for all humans, and therefore all people must resign themselves to the acceptance of death. 10.Poets in the Romantic Period believed that people were becoming too materialistic as a result of the Industrial Revolution. These writers believed that there was a transformative power in nature that could make people kinder. In “The World Is Too Much with Us,” Wordsworth worried that people were giving up their connection to nature for material goods and were spending all of their emotional energy working to earn more money to buy more things. This theme and these beliefs are exemplified through the negative diction of getting, spending, and waste. 11.Fate is that which is inevitably predetermined. It is impossible to “never live to trace” one’s fate. If Keats believes in fate (as he professes in “When I Have Fears”), he must believe that his early death is predestined. The ambiguity of this quatrain emphasizes the irony that Keats must come to accept his mortality. 12. The beautiful, natural imagery Wordsworth uses to describe the sea “that bares her bosom to the moon,” and the winds that are “up-gathered now like sleeping flowers” helps Wordsworth to emphasize his sorrowful tone in “The World Is Too Much with Us” as he ponders the loss of man’s connection to nature. He feels that people have willingly given up their relationship with the natural world for the sake of modern society. He believes this estrangement from nature will bring an end to true human happiness. ESSENTIAL QUESTIONS WITH SCORING GUIDE1.How do the literary elements the author chooses to use contribute to the meaning of the work as a whole? Scoring Guide:Students must not only recognize and understand the literary elements the authors use and the themes of the works, but must also be able to demonstrate the connections between them. 2.How does the author use the sonnet form to highlight the meaning of the work as a whole?Scoring Guide:Students must not only recognize and understand the sonnet forms the authors use and the themes of the works, but must also be able to demonstrate the connections between them. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download