Curriculum Map



Curriculum Map

Department: English

Course or Content Area: Twelfth Grade British Literature and Composition

Unit Titles should be listed in order to be taught during the school year.

|Unit Titles |# of days |Standards & Elements |Date |

|Anglo Saxon Period |10 |ELAGSE11-12RL1 |__________ |

|Students will read various selections from the Anglo-Saxon| |ELAGSE11-12RL3 |__________ |

|period, analyzing its style and purpose. | |ELAGSE11-12RL4 |__________ |

| | |ELAGSE11-12RL7 |__________ |

|Medieval Period |10 |ELAGSE11-12RL1 |__________ |

|Students will read multiple selections from the Medieval | |ELAGSE11-12RL2 |__________ |

|period; they will analyze the influence of culture and | |ELAGSE11-12RL5 |__________ |

|religion in writing. | |ELAGSE11-12RL9 |__________ |

|Renaissance |8 |ELAGSE11-12RL1 |__________ |

|Students will analyze multiple works from the Renaissance | |ELAGSE11-12RL3 |__________ |

|Period. | |ELAGSE11-12RL4 |__________ |

| | | |__________ |

|Drama: |15 |ELAGSE11-12SL1 |____________ |

|Hamlet, Macbeth, or Othello | |ELAGSE11-12SL2 |____________ |

|Students will read and analyze a work of Shakespeare. | |ELAGSE11-12RL1 |____________ |

| | |ELAGSE11-12RL2 |____________ |

| | |ELAGSE11-12RL3 |____________ |

| | |ELAGSE11-12RL4 |____________ |

| | |ELAGSE11-12RL5 |____________ |

|Restoration/Eighteenth Century |8 |ELAGSE11-12RL1 |__________ |

|Students will read and analyze multiple selections from | |ELAGSE11-12RL2 |__________ |

|the 18th century. | |ELAGSE11-12RL3 |__________ |

| | | |__________ |

|Romanticism |8 |ELAGSE11-12RL1 |__________ |

|Students will read and analyze multiple selections from | |ELAGSE11-12RL2 |__________ |

|the Romantic Period. | |ELAGSE11-12RL3 |__________ |

| | |ELAGSE11-12W2 |______________ |

|Novel: Frankenstein |14 |ELAGSE11-12RL1 |___________ |

|Students will read and analyze the novel, paying close | |ELAGSE11-12RL2 |___________ |

|attention to plot structure and overall theme. | | | |

|Victorian Age |8 |ELAGSE11-12RL9 |___________ |

|Students will read and analyze multiple selections from | |ELAGSE11-12RL4 |___________ |

|the Victorian Age. | |ELAGSE11-12W4 |___________ |

|Twentieth Century/Post Modernism |8 |ELAGSE11-12RL1 |__________ |

|Students will read and analyze multiple selections from | |ELAGSE11-12RL2 |__________ |

|the Twentieth Century. | |ELAGSE11-12RL4 |__________ |

| | |ELAGSE11-12RL5 |__________ |

|Writing/Grammar/Vocabulary |ongoing |ELAGSE11-12L1 |__________ |

|Students will study SAT vocabulary, complete | |ELAGSE11-12L2 |__________ |

|daily grammar activities, and write multiple essays | |ELAGSE11-12W1 |__________ |

|focusing on a variety of topics. | |ELAGSE11-12W2 |__________ |

| | |ELAGSE11-12W3 |__________ |

Unit Title: Anglo-Saxon Period

GPS Standards/Elements Addressed:

ELAGSE11-12RL1: 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.

• Relates identified elements in fiction to theme or underlying meaning.

• Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth Literature.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

• Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

• Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

• Traces the historical development of poetic styles and forms in British literature.

• Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAGSE11-12RL3: 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).

• Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. (Anglo-Saxon Period)

• Relates a literary work to the characteristics of the literary time period that it represents.

ELAGSE11-12RL4: 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.)

• Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

• Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

Unit Essential Questions:

• What influences have contributed to the development of British and Commonwealth Literature?

• How does the literature from a time period reflect the culture behind it?

• How are historical accounts compared or contrasted in Beowulf?

• What Biblical allusions are used in Beowulf?

Key Vocabulary for Unit:

• Norman Conquest, caesura, alliteration, personification, kenning, mead, meadhall, cremation, Sutton Hoo, shroud, Angles, Jutes, Saxons, Celts, Old English, Bede, King

Alfred the Great, Vikings, The Battle of Hastings, Battle of Maldon, Exeter Book,

Caedmon, synecdoche, External Conflict, epic, Epic Hero, epitaph.

Key Concepts

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that literature reflects the cultural, social, and economic events of a period.

• The student will understand that he can use various writing modes to reflect understanding of ideas in literary genres.

• The student will understand that new vocabulary is acquired and utilized in reading and writing.

Unit Title: Middle Ages/Medieval Period

GPS Standards/Elements Addressed:

ELAGSE11-12RI1: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Identifies and analyzes patterns of imagery or symbolism.

• Relates identified elements in fiction to theme or underlying meaning.

• Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval. Renaissance, Romantic, etc.)

• Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

• Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

• Traces the historical development of poetic styles and forms in British literature.

ELAGSE11-12RL2: 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.

• Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

• Evaluates the way an author’s choice of words advances the theme or purpose of the work.

ELAGSE11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

• Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.

• Relates a literary work to the characteristics of the literary period that it represents. (Medieval Period)

• Relates a literary work to the characteristics of the literary time period that it represents.

Unit Essential Questions:

• How are polished expository strategies used to produce writing using primary and secondary sources?

• How is evidence incorporated to engage readers through a well-developed thesis?

• What elements help the reader analyze a work of British fiction?

• How can ideas and viewpoints be supported through textual references?

• What are universal themes of British Literature and how are they supported in the text?

• What characteristics of the Medieval Period are reflected in this literary work?

Key Concepts

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

Key Vocabulary for Unit:

• Medieval Romances, chivalry, consonance, Code of Honor, Camelot, Arthurian Legend, Excalibur, Legend, Miracle Plays, Morality Plays, The Crusades, Ballad, Frame Tale, Prologue, Pilgrimage, Black Death, vassals, The Hundred Years’ War, William the Conqueror, Harold of Wessex, Richard the Lionhearted, Thomas A Becket, Geoffrey Chaucer, Feudalism, fiefs, Magna Carta, King Arthur and the Knights of the Round Table

Unit Title: Renaissance

GPS Standards/Elements Addressed:

ELAGSE11-12RI1: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Identifies and analyzes patterns of imagery or symbolism.

• Relates identified elements in fiction to theme or underlying meaning.

• Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval. Renaissance, Romantic, etc.)

• Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

• Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox and tone) as they relate to underlying meaning.

• Traces the historical development of poetic styles and forms in British literature.

ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses.)

• Relates a literary work to the seminal ideas of the time in which it is set or the time of

its composition (Renaissance).

• Relates a literary work to the characteristics of the literary time period that it

represents (Renaissance).

ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

Unit Essential Questions:

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• What characteristics of the Renaissance Period are reflected in this literary work?

• How can historical accounts and literary texts be compared about the same event or time period?

Key Vocabulary for Unit:

• Tudors, Stuarts, Renaissance, Protestant Reformation, Cromwell, sonnet, Petrarch, Sir

Phillip Sidney, Sir Edmund Spenser, John Donne, John Milton, Italian or Petrarchan

Sonnet, English or Shakespearean Sonnet, Spenserian, octave, sestet, iambic pentameter, quatrains. Couplet, Lyric, Pastoral Poem, Metaphysical Poets, conceit,

Cavalier Poets, Rhyme Scheme, Fencing

Key Concepts

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that literature reflects the cultural, social, and economic events of a period.

• The student will understand that he can use various writing modes to reflect understanding of ideas in literary genres.

Unit Title: Drama/ Macbeth

GPS Standards/Elements Addressed:

ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• Initiates new topics in addition to responding to adult-initiated topics.

• Asks relevant questions.

• Responds to questions with appropriate information.

• Actively solicits another person's comments or opinion.

• Offers own opinion forcefully without domineering.

• Volunteers contributions and responds when directly solicited by teacher or discussion leader.

• Gives reasons in support of opinions expressed.

• Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

• Employs group decision-making techniques such as brainstorming or problem solving sequence.

• Divides labor so as to achieve the overall group efficiently.

ELAGSE11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• Identifies and evaluates strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).

• Analyzes the impact of the media on the democratic process at the local, state, and national levels.

• Identifies and evaluates the effect of media on the production and consumption of personal and societal values.

• Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and or literary analysis.

ELAGSE11-12RL1: 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.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.) melodrama, farce, memory play, verse play).

• Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

• Analyzes the characters, structures, and themes of dramatic literature.

• Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

• Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

Unit Essential Questions:

• How does effective oral communication involve speaking and listening skills?

• How is a quality presentation created selectively through choice of a variety of effects?

• How do the elements of structure help the reader analyze a work of British Literature?

Key Vocabulary for Unit:

• soliloquy, The Globe Theater, groundlings, blank verse, protagonist, antagonist, diction, trapdoors, tragic hero, comedy, tragedy, acts, scenes, dialect, characters, aside, internal conflict, dramatic irony, comic relief, foil, paradox, stage directions, humor, flat and round characters, dramatic monologue, dialogue

Key Concepts:

• The student will understand that participation occurs in a variety of verbal interactions.

• The student will understand communication from various media genres and formulate reasoned judgments that can be presented in oral or written form.

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

Unit Title: Restoration and Eighteenth Century

GPS Standard/Elements Addressed:

ELAGSE11-12RL2: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Relates identified elements in fiction to theme or underlying meaning.

• Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

ELAGSE11-12RL3: 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).

• Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

• Applies knowledge of the concept that a text can contain more than one theme.

• Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classicism, imperialism) and provides support from the texts for the identified themes.

Unit Essential Questions:

• RL1: How does the writer use imagery to develop a theme in poems?

• RL2: What are the universal themes of British Literature and how are they supported in the text?

Key Vocabulary for Unit:

• letters, journals, diaries, speeches, essays, logic, style, syntax, rhetorical strategies, diction, tone, mood, syntax, sound, form, figurative language, alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue, figurative language, personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion, extended metaphor, understatement, hyperbole, irony, paradox, and tone

Key Concepts:

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that comprehension is achieved through the use of evidence and main ideas in literary works.

Unit Title: Romantic Period

GPS Standards/Elements Addressed:

ELAGSE11-12RL1: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Relates identified elements in fiction to theme or underlying meaning.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval. Renaissance, Romantic, etc.)

• Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

• Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

• Traces the historical development of poetic styles and forms in British literature.

• Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

• Analyzes and evaluates the logic and use of evidence in an author’s argument.

• Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAGSE11-12RL2: 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.

• Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition (Romantic Period).

• Relates a literary work to the characteristics of the literary time period that it represents.

ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

Unit Essential Questions:

• What influences have contributed to the development of British and Commonwealth Literature?

• How does the author of a nonfiction work use logic, evidence, and language to develop his point?

• How does the literature from a time period reflect the culture behind it?

• How do the historical accounts and literary texts written in the same time period compare/contrast to one another based on literary elements?

Key Vocabulary for Unit:

• imagery, language, literary text, theme, validity, reliability, sonnet, ballad, and satire

Key Concepts:

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that literature reflects the cultural, social, and economic events of a period.

• The student will understand that he can use various writing modes to reflect understanding of ideas in literary genres.

Unit Title: Novel

GPS Standard/Elements Addressed:

ELAGSE11-12RL1: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Identifies and analyzes patterns of imagery or symbolism.

• Relates identified elements in fiction to theme or underlying meaning.

• Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

• Traces the history of the development of the novel.

ELAGSE11-12RL2: 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.

• Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

• Applies knowledge of the concept that a text can contain more than one theme.

• Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classicism, imperialism) and provides support from the texts for the identified themes.

Unit Essential Questions:

• How can a reader utilize the structural elements of a novel as a means for analyzing the work?

• How are the universal themes of British literature reflected and supported in the text of the novel?

Key Vocabulary for Unit:

• author’s purpose, character development, genre, historical background, imagery, symbolism, novel, point of view, setting, structure, theme, universal theme, archetypal (characters, patterns, symbols)

Key Concepts:

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that comprehension is achieved through the use of evidence and main ideas in literary works.

Unit Title: Victorian Age

GPS Standard/Elements Addressed:

ELAGSE11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

• Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

• Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELAGSE11-12RL4: 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.)Identifies and analyzes patterns of imagery or symbolism.

• Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

• Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

• Traces the historical development of poetic styles and forms in British literature.

ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.

• Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition (Victorian Age).

• Relates a literary work to the characteristics of the literary time period that it represents.

Unit Essential Questions:

• How are polished expository strategies used to produce writing using primary and secondary sources?

• What elements help the reader analyze a work of British fiction?

• How does the literature of a time period reflect the culture behind it?

Key Vocabulary for Unit:

• alliteration, allusion, mood, simile, dramatic monologue, sonnet, sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance, fixed and free form, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue, personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion, extended metaphor, understatement, hyperbole, irony, paradox, and tone

Key Concepts

• The student will understand how to create and organize an engaging structure which maintains focus and signals closure.

• The student will understand that writing competence must be displayed in a variety of genres.

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that literature reflects the cultural, social, and economic events of a period.

Unit Title: Twentieth Century/Post Modernism

GPS Standard/Elements Addressed:

ELAGSE11-12RL1: 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.

• Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

• Identifies and analyzes patterns of imagery or symbolism.

• Relates identified elements in fiction to theme or underlying meaning.

ELAGSE11-12RL2: 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.

• Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

• Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classicism, imperialism) and provides support from the texts for the identified themes.

ELAGSE11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

• Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

• Relates a literary work to the characteristics of the literary time period that it represents (Modern Period, Postmodern Period).

ELAGSE11-12RL4: 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.)

• Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

• Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

Unit Essential Questions:

• What elements of structure help the reader analyze a work of British Literature?

• How can ideas and viewpoints be supported through textual references?

• What are universal themes of British Literature and how are they supported in the text?

• How can new vocabulary be acquired and utilized in reading and writing?

Key Vocabulary for Unit:

• characterization, the Great War, round character, flat character, irony, symbolism, allusion

Key Concepts:

• The student will understand that a writer uses evidence to develop theme or underlying meaning in a literary work.

• The student will understand that comprehension is achieved through the use of evidence and main ideas in literary works.

• The student will understand that literature reflects the cultural, social, and economic events of a period.

• The student will understand that new vocabulary is acquired and utilized in reading and writing.

Unit Title: Writing and Grammar

GPS Standards/Elements Addressed:

ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects created.

• Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

• Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

• Demonstrates an understanding of contextual vocabulary in various subjects.

• Uses content vocabulary in writing and speaking.

• Explores understanding of new words found in subject area texts.

ELAGSE11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• Explores life experiences related to subject area content.

• Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

• Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

• Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

• Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

• Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

• Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

• Writes texts of a length appropriate to address the topic or tell the story.

• Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

• Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELAGSE11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Engages the interest of the reader.

• Formulates a coherent thesis or controlling idea.

• Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.

• Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.

• Includes a variety of information on relevant perspectives, as applicable.

• Anticipates and addresses readers’ potential misunderstandings, biases, and expectations.

• Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

• Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.

• Demonstrates an understanding of the elements of expository discourse (e.g., purpose, speaker, audience, form).

• Incorporates elements of discourse from other writing genres into exposition.

• Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, analogy, and humor.

• Varies language, point of view, characterization, style, and related elements effectively for different rhetorical and aesthetic purposes.

• Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELAGSE11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

• Correctly uses clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., end stops, commas, semicolons, quotation marks, colons, ellipses, hyphens).

• Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tense, agreement).

Unit Essential Questions:

• How do I support ideas and viewpoints though references to the text?

• How are mythological references utilized in the text and how do they contribute to my understanding of the text(s) from another time period?

• How do I produce effective writing?

• How do I use polished/narrative/expository strategies to produce writing using primary and secondary sources?

• What rules of grammar are essential to effective sentence structure, usage, and punctuation?

• How do I utilize new vocabulary acquired through the reading process?

• How do I use the information gained in one area in another?

Key Vocabulary for Unit:

• diction, syntax, clauses, gerund, infinitive, ellipses, hyphens, parallel structure,

Key Concepts:

• The student will understand that he can use various writing modes to reflect understanding of ideas in literary genres.

• The student will understand that new vocabulary is acquired and utilized in reading and writing.

• The student will understand how to create and organize an engaging structure which maintains focus and signals closure.

• The student will understand that writing competence must be displayed in a variety of genres.

• The student will understand that the application of Standard English usage and mechanics is required in both written and spoken formats.

• The student will understand how to acquire the definition of a new vocabulary based on contextual analysis.

• The student will gain an understanding of textual information by relating it to his own life experiences.

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