Plainfield High School Senior English Curriculum … High School Senior English Curriculum ......

Plainfield High School

Senior English Curriculum

Honors British Literature

1 credit

Course Description:

With a focus on British Literature, students will experience an array of writings from British authors.

Students will not only be exposed to British literary works, but will be introduced to the authors and

historical contexts of the writings as well. Students will continue to improve their grammatical skills,

expand their vocabulary, and continue to hone their analytical, persuasive, and argumentative writing

skills as they personally connect this country’s literature to their own lives.

Curriculum Overview:

Literature:

Beowulf, author unknown

Sir Gawain and the Green Knight, author unknown

Macbeth, William Shakespeare

The Taming of the Shrew, William Shakespeare

Pride and Prejudice, Jane Austen (excerpt)

Brave New World, Aldous Huxley

Writing:

Comparative Summer Reading Essay

Point of View Narrative – Compose a narrative which is written in a different point of

view through voice and perspective. Act as Grendel and retell the story through his point

of view. Model the poetic form of Burton Raffel’s translation and incorporate the writing

style of the epic.

Argumentative Response to Beowulf – Compose an argumentative essay which reflects

various themes of the epic poem. Students may choose from the following prompts:

faith and confidence in battle, the changing nature of good and evil, the role of fate, or

motivation/masculinity.

Comparative Essay for Sir Gawain and the Green Knight – Compose an informative essay

which reflects the following prompts: symbolism, “woman blaming”, Christian content,

the nature of the test/ a crucible, or love.

Critical Stance Essay on Macbeth – compose an argumentative essay which responds to

the following prompt: Is Macbeth a tragic hero led astray by the witches’ predictions or

simply a greedy, ruthless and ambitious killer? Students will be required to use

counterclaims to support the argument.

Narrative Speech Composition – As the play concludes, readers see that Macduff has

slain the king and Malcolm takes his right to throne. The choice: compose a speech given

by one of these men as Macbeth is laid to rest and the throne changes hands again.

Highlight the repercussions of Macbeth’s actions on the people of Scotland. This must be

written in iambic pentameter and using Shakespearean style and language.

Theme Analysis Essay on The Taming of the Shrew – Compose an analytical essay

exploring the ways in which Shakespeare uses the themes of identity, love, and social

class to tell the story.

Speech Narrative for The Taming of the Shrew – The play’s protagonist Katherina

embodies audacity and eloquence. Using characterization and academic vocabulary,

compose a modern version of Katherina’s final speech. Be sure to highlight a personal

conclusion of whether Katherina is a shrew that has been “tamed” or, frankly, she never

is a shrew.

Choice Thematic Essay on Pride and Prejudice – Using various themes from the excerpt

and film, compose an analytical essay which reflects feminism, vanity, pride or first

impressions to share a story that withstands boundaries of culture and time.

Analysis Essay for Brave New World – Using modern advertisements, compose an

argumentative essay which compares and contrasts modern society with that of the

World State focusing on the idea of conditioning to gain control over the masses.

Grammar:

Using Pronouns Correctly

Clear Reference

Usage

Common Errors

Vocabulary

Students will study selected vocabulary from the literature and be exposed to additional SAT

vocabulary words throughout the course.

Power (Anchor) Standards:

Reading CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

http://www.corestandards.org/ELA-Literacy/CCRA/R/1/



CCSS.ELA-Literacy.CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently. Writing CCSS.ELA-Literacy.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-Literacy.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Language CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.







http://www.corestandards.org/ELA-Literacy/CCRA/W/1/










http://www.corestandards.org/ELA-Literacy/L/11-12/1/





CCSS.ELA-Literacy.L.11-12.6: 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 important to comprehension or expression.


Unit Title: Beowulf

Duration: 2 weeks

Essential Questions:

1. How does Beowulf encompass the idea of the epic hero? 2. How does storytelling shape bias and point of view for the reader? 3. Why do we still read Beowulf? 4. What determines the definition of good and evil? Why is evil so compelling? 5. How are the values of a culture expressed within a piece of literature?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a 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. CCSS.ELA-Literacy.RL.11-12.4 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.) CCSS.ELA-Literacy.W.11-12.2 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. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.11-12.6 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 important to comprehension or expression.

Prior Learning:

Students have discussed the qualities of a hero in English I and English II.

Students have the writing skills necessary to successfully compose an argument to support claims in an analysis.

Students should know and be able to accurately implement MLA format.

http://www.corestandards.org/ELA-Literacy/RL/11-12/1/



http://www.corestandards.org/ELA-Literacy/W/11-12/2/





Needs:

Background information on the Anglo Saxons

Character chart

Use of film for visual learners

Interest:

Students are quick to only see that Beowulf is a hero but once the poem is analyzed students begin to see the bias of the author sharing only what boasts Beowulf

Monsters, the supernatural

Beowulf in comparison to modern day heroes

Who/what determines evil

Bias of the author Misconceptions:

Heroes are perfect beings

Monsters are always truly evil

A poem can be a story

Materials, Resources and Technology Needed: Fiction: Beowulf, author unknown Excerpts from Grendel by John Gardner Media: Beowulf, directed by Robert Zemeckis Non-fiction: “The Cinematic Sexualizing of Beowulf” by Edward Risden “Slaying Monsters” by Joan Acocella

Key Terminology:

Epic Hero

Kenning Vocabulary:

1. Comrade – noun – a friend, an alliance 2. Fiend – noun - an evil spirit or demon 3. Spawn – verb – to give birth to; to give rise to 4. Lair – noun – a den of a wild animal 5. Righteous – adjective – morally correct or

justifiable 6. Plunder – verb/adjective – to rob or take

without permission; robbing of goods, taking wrongfully

7. Heathen – adjective – a person who is not civilized, not cultured and without religion

8. Affliction – noun – a state of pain, distress or grief

9. Solace – noun – comfort in sorrow, misfortune or trouble

10. Purge – verb – to rid of something impure or undesirable, to cleanse, to purify

11. Gorge – verb – to eat greedily 12. Boastful – adjective – speaking with

exaggeration and excessive pride 13. Infamous – adjective – having a bad reputation 14. Writhing – verb/adjective – twisting and

turning in suffering or confusion 15. Pilgrimage – noun – a journey to a shrine or

holy place

Writing:

Journal Prompts

Point of View Assessment (Narrative)

Analytical Essay

Technology: Modern film version of the epic poem

Instructional Activities/Grouping/Differentiation:

Anticipation guide

Vocabulary squares

Kennings, their effect on the text, visual aids

Text reflection of Grendel

Motivational speech composition

Paying homage to a hero

Movie vs. poem comparison

Common Assessments/Rubrics:

Assignment specific rubric for POV assessment

CCSS writing rubric – informative

Unit Title: Sir Gawain and the Green Knight

Duration: 3 weeks


1. How does fear affect a society and the individual? 2. What makes a person honorable or virtuous? 3. What relevance do the experiences of Sir Gawain have for readers today?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.5 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. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.2 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. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.












CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Prior Learning:

Students have knowledge of Anglo Saxon culture from the previous unit

Students have been exposed to the Middle Ages through the study of Geoffrey Chaucer in English II

Students have experience with MLA format and argumentative writing

Students have been exposed to stories told through poetic form Needs:

Background information on King Arthur and the Knights of the Round Table as well as the Middle Ages

Understanding of the genre of romance

Definition of the code of chivalry

Continuous support in the writing process

Interest:

Moral vs. immoral

Various kinds of love

Engaging hands on assignments

High interest themes: Morality/Temptation Honor Love Chivalry

Misconceptions:

Romantic literature is always a love story

Bravery and moral courage are different

Materials, Resources and Technology Needed: Fiction Sir Gawain and the Green Knight, author unknown Excerpt from The Canterbury Tales by Geoffrey Chaucer Excerpt from Le Morte d’Arthur by Sir Thomas Malory Nonfiction: “Good Readers and Good Writers” by Vladimir Nabokov Media: Armitage BBC Documentary

Key Terminology:

Pentangle

Symbolism

The Code of Chivalry Vocabulary:

1. mien – n – appearance, demeanor

2. trifling – adj – trivial, insignificant

3. blazon – v – to display,

4. tithe – n – tax, contribution

5. chivalry - n- the ideal qualities of a knight

(generosity, valor, courtesy)

6. hone –v – to make more effective


7. craven – adj – cowardly

8. reprieve – v- to relieve temporarily

9. vaunt – v- to boast about

10. boon – n – something to be thankful for

11. strident – adj – making or having a harsh sound

12. adroit – adj - cleverly skillful, resourceful, or

ingenious

13. circumspect – adj – watchful, discreet

14. alchemy - n- the science of turning metal to

gold and/or finding the elixir of life

15. lambent – adj - dealing lightly and gracefully

with a subject; brilliantly playful

16. imbrue – v – to stain (figuratively)

17. stalwart – adj – strong and stout

18. lithe – adj – limber

19. hapless – adj – unlucky

20. abrade – v – to wear down

21. punctilious – adj – strict in following conduct

22. travail – n – painfully difficult or burdensome

work

23. clemency – n – showing mercy or leniency

24. sojourn – n – a temporary stay

25. aspersion – n - a damaging or derogatory

remark or criticism; slander

26. tryst – n- an appointment to meet at a certain

time and place, especially one made somewhat

secretly by lovers

27. assiduous – adj - constant in application or

effort; working diligently at a task

28. smite – v – to hit forcefully

29. bane – n - a person or thing that ruins or spoils

30. wanton – adj - done, shown, used, etc.,

maliciously or unjustifiably

31. resolute – adj - firmly resolved or determined;

set in purpose or opinion

32. paragon – n - someone of exceptional merit

Writing:

Journal prompts

Comparative essay

Narrative writing of a quest tale


Scenarios/skits

Contract development

Weebly creation

Warning signs

Vocabulary squares

Technology:

Youtube video on the Dark Ages: http://www.youtube.com/watch?v=QV7CanyzhZg

Weebly – research for the Middle Ages

http://dictionary.reference.com/browse/resolved


CCSS Writing Rubric – Argument

CCSS Writing Rubric – Narrative

Assignment specific rubrics

Unit Title: Macbeth

Duration: 3 weeks


What role, if any, does fate have on our lives?

To what degree, if any, are we in control of our own lives?

Are we mostly rational or irrational?

How can Macbeth be relevant to the lives of students? Does power corrupt?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.3 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). CCSS.ELA-Literacy.RL.11-12.4 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.) CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.









CCSS.ELA-Literacy.L.11-12.6 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 important to comprehension or expression.

Prior Learning:

Students are familiar with Shakespeare’s writing and the concept of a tragedy through prior reading of Othello and Romeo and Juliet

Students have incorporated counter claims into formal Needs:

Brief background on Scotland/England, the real Macbeth, Shakespeare

Definition of tragic hero

Websites and texts that provide the ability to read and comprehend the complex/poetic text of Shakespeare

Interest:

Corruption of power

Guilt

Betrayal

Fate/destiny

Power

Supernatural

Misconceptions:

Every character of importance is dead by the end of Shakespeare’s tragedies

A person can be either a hero or a villain; it is always cut and dry

Materials, Resources and Technology Needed: Fiction:

Macbeth by William Shakespeare Non-fiction

“The Real Macbeth” (historical article)

“An Aristotle Who Punches Bad Guys” by John Gray

“Heroes and Villains” by Jeff Jensen

Key Terminology:

Tragic hero

Soliloquy

Asides

Vocabulary: 1. Assert – v - to state positively 2. Barren – adj - empty, dull, unproductive 3. Chaste – adj - innocent, modest, pure 4. Complacency – n - self satisfaction 5. Dwindle – v - to go away slowly 6. Humility – n - state of being humble 7. Hypocrite – n - a person who pretends to be

something that they are not or believe something that they don’t.

8. Impetuous – adj - marked by force or violence 9. Ingratitude – adj - lack of thanks;

ungratefulness 10. Melancholy – n - sadness, gloom, depression

Writing:

Journal Entries

Vocabulary squares

Essay

Predictions


Prophecy analysis

Visions of Macbeth – real world connection

Put it to music – creative theme analysis

11. Mercenary – n - a person who serves for wages 12. Pious – adj - devout; excessively religious 13. Pristine – adj - primitive; unspoiled 14. Prophecy – n - a prediction of the future 15. Revolution – n - a sudden, radical or complete

change 16. Ruffian – n - a brutal person 17. Stern – adj - sturdy, severe, stout 18. Tempest – n - a violent storm 19. Treachery – n - violation of allegiance or trust 20. Treason – n - the offense of attempting to

overthrow the government 21. Tyrant – n - an absolute ruler 22. Valiant – adj - showing bravery, heroic 23. Wrath –n - violent anger or rage

24. Weary – adj - worn out in strength; tired


Anticipation guide

Vocabulary squares

Tossing lines

Journal entries

Analysis of Macbeth and Lady Macbeth

Character map

Prediction response

Ambition vs. loyalty

Analysis of the omens

Analysis of the mindframe of Lady Macbeth and Macbeth

Ghosts and symbolism

Music, lyrics and tone/mood

Visions of Macbeth

Technology:

MP3 players




Unit Title: Pride and Prejudice

Duration: 2 weeks


1. Do we misperceive/misjudge people, regardless of their status, and is that prejudice? 2. Have we been taught to classify people in society? In what ways? Why were we taught this? Is it

productive to classify people in this way? 3. What does it mean to be independent as a woman/man? What does it mean to be successful as

a woman/man? How has the definition of success changed over time? 4. To what extent do pride and prejudice shape the attitudes of different characters, such as Mr.

Darcy, Elizabeth, Mrs. Bennet, Charlotte Lucas, Lady Catherine de Bourgh, etc.? Does the novel present different notions of pride?

5. Can Elizabeth Bennet be considered a progressive, even a rebellious female character who goes against social expectations set upon women?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a 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. CCSS.ELA-Literacy.RL.11-12.3 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). CCSS.ELA-Literacy.RL.11-12.7 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. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.









Needs:

Background information on author

Background on 17th century England

Interest:

Social classes/ cliques

Breaking the “rules”

Men vs. women

Misconceptions:

Choosing a life partner is easy

Teens of 17th century England have nothing in common with teens today


Pride and Prejudice by Jane Austen (excerpt only)

Media:

Pride and Prejudice, Director Joe Wright

Literary Terms

Satire

Irony

Writing:

Formal essay with narrative intro focus

Journal prompts


First impressions activity

Character web

Pride vs. prejudice

Societal satire

Courtship and marriage

Technology: Film version of Pride and Prejudice


CCSS Writing Rubric – Informative


Unit Title: The Taming of the Shrew

Duration: 3.5 weeks


Is this a sexist play? Is it still relevant for today's audiences?

How do dramatic conventions influence the understanding of a play?

Why do people sometimes mask their true personalities?

How are people defined by their social positions?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.3 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). CCSS.ELA-Literacy.RL.11-12.7 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. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.2 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. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.11-12.6 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 important to comprehension or expression.











Prior Learning:

Students are familiar with the style of William Shakespeare’s plays; however, this is the first comedy students have read.

Needs:

Definition of a shrew

Examples of farce/ modern connections of slapstick comedy

Interest:

Love at first sight

Courtship/ dating

Disguise

Sibling rivalry/disputes

Misconceptions:

All women must fit into one specific mold

Shakespeare only wrote tragedies


The Taming of the Shrew by William Shakespeare

Media:

Film clips from The Taming of the Shrew (Elizabeth Taylor version)

Ten Things I Hate About You directed by Gil Junger

Non-Fiction:

“Recovering Binaries…”

Vocabulary: 1. domineer – v – to exercise power over somebody in a rude way 2. ingrate – n – an ungrateful person 3. carouse – v – excessive drinking and merrymaking 4. choleric – adj – easily angered; bad tempered 5. pithy – adj – full of meaning 6. construe – v – to give meaning to; interpret or explain 7. gamut – n – the entire scale or range 8. pittance – n – a small amount or share 9. lewd – adj – obscene or indecent 10. wrangle – n – to argue or dispute 11. minion – n – a servant or follower of a person in power 12. beguile – v – to charm or to trick 13. awry – adj – unexpected, amiss 14. stoic – adj – showing no emotion 15. coy – adj – shy or modest 16. girth – n – measurement around something; circumference 17. rudiment – n – the fundamentals or principles of a subject 18. chattel – n – a movable piece of personal property 19. abate – v – to reduce in amount or intensity 20. credulous – adj – gullible 21. loath – v – to be reluctant or opposed 22. affable – adj – friendly, polite 23. antic – n – a playful trick or prank 24. surly – adj – rude or ill-mannered 25. bolster – v – to support or strengthen 26. paltry – adj – small, worthless 27. craven – adj – cowardly, fearful

Writing:

Journal responses

Synthesis project

Character journal

Thematic analysis MLA essay

Movie comparison response

28. meddle – v – to interfere in another’s business 29. prodigy – n – an exceptionally gifted young person 30. novice – n – someone who is new to a field or activity

Literary Terms:

Soliloquy

Play within a play

Banter/ puns

Technology:

Modern film version


Anticipation guide

Battle of the sexes/ gender stereotypes

Journals

News update for daily readings

The final speech

Creative drama activities

Discussion questions

Vocabulary squares



CCSS Writing Rubric – Narrative


Unit Title: Brave New World

Duration: 4.5 weeks


What are characteristics of the ideal society?

Can values be imposed?

To what extent does modern science dictate how we live?

Is it better to escape reality or face it?

What does it mean to be human?

When is progress a problem?

Are we living in a time of cultural and moral decay?

Is history important in understanding ourselves?

Is happiness the most important life goal?

How much of a person’s individual rights should be surrendered to the government to insure security and stability?

Is a person’s worth based on what he/she can do or provide for a society?

Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. . CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.11-12.6 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 important to comprehension or expression.

Prior Learning:

Students have been exposed to futuristic/ science fiction in previous coursework

Students learned about the assembly line and Henry Ford in social studies courses

Students learned about caste systems in world civilizations Connections:

Modern day vs. the World State Needs:

Allusion to U.S. history

Understanding of castes

Background of author Interest:

Big Brother

Advertisement/influence

Lack of family in modern culture

Cloning

Misconceptions:

Media always has the best interest of the masses in mind

The government is not trying to control the masses


Brave New World by Aldous Huxley Media:

Clips from The Island Non-fiction:

Biography of Aldous Huxley

“Huxley’s Brave New World…and Ours” by Bulent Diken

Vocabulary:

1. Burgeon – verb – to put forth; to grow quickly 2. Caste – noun – a social class separated from

others by distinctions 3. Derision – noun – contemptuous or jeering

laughter; ridicule 4. Imperious – adj – overbearing, controlling,

domineering 5. Stupor – noun – greatly dulled or impaired

sensibility 6. Inexorable – adj – not capable of being swayed 7. Lecherous – adj – promiscuous, excessively

sexual 8. Decorum – noun – behavior or conduct that is

appropriate 9. Unorthodox – adj – breaking with convention

or tradition 10. Languish – verb – to be weak or become weak

or feeble 11. Magnanimous – adj - generous, unselfish 12. Ignoble – adj – of low character, mean, base

13. Paroxysm – noun – a sudden outburst of emotion or action

14. Superfluous – adj – beyond what is required or sufficient

15. Wanton – adj – immoral or unchaste

Writing:

Journal writing

Comparative essay of modern advertisements and BNW

Social Predestination response

Technology:

Video creation/ public service announcement


Journals

Class Discussion

Vocabulary Squares

Caste systems

Role playing

Savage vs. civilized

Irony

Huxley-isms

Social Predestination





Plainfield High School Senior English Curriculum … High School Senior English Curriculum ......

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