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TCSS RL = Reading Literary RI = Reading Informational Troup County School System W = Writing English/Language Arts Curriculum Map SL = Speaking and Listening British Literature and Composition L = Language Thematic Unit # 4 – Romanticism: Rebels and Dreamers Nature, Individuality, Imagination, and Youth

Big Idea / Unit Goal: Unit Essential Question(s):  The goal for this unit is to explore and analyze the themes of Nature,  What are the many facets of Romanticism? Individuality, Imagination, and Youth across British literary texts of the Romantic  Are Romantics radials? Why or why not? period and related informational texts with an in-depth focus on priority GSE  How do elements of gothic literature and/or the supernatural influence standards. Romantic thought? How does Frankenstein define the genre of the Gothic novel? Length of Unit:  How is the feminist perspective demonstrated in Romanticism?  30 Days  How do the ideas of pushing or exceeding the limits of life and death, popular during Romanticism, influence the fiction of today? Unit 4 Checklist  What is the hero’s journey and how it reflects the tenets of Romanticism?

Priority Standards: Unit 4/5 Assessment Blueprint  RL1, RL6, RL9  RI2, RI5, RI8  L4 Support Standards:  RL4  RI1, RI4, RI6  W2, W6  L2  SL1, SL2, SL4, SL5, SL6 Reading Focus: Literary Writing Focus: Informative/Explanatory RL9 Text Resources: Primary Writing Tasks: Extended Text:  Consider two songs from the 1960s. Discuss the differences between romantic  from Frankenstein (excerpt) and Romanticism as shown in the lyrics of these songs. Be sure to directly refer to the text of the songs in your response.  “Rime of the Ancient Mariner”  Mary Shelley has Victor Frankenstein create a living being, who then becomes

a murderer. Who or what is responsible for the wretch's behavior? Is Shelley Short Texts (Mixture of Literary and Informational thematically connected texts) casting blame on a society that refuses to accept the wretch? Does she hold  Romantic poets: Samuel Taylor Coleridge, William Wordsworth, William Blake, Victor responsible for his negligence as a "parent" (both father and mother), or Percy Bysshe Shelley, George Byron, John Keats is the wretch himself responsible for the chaos he creates? How do the  Hippie movement article questions of responsibility relate to the overarching themes of Romanticism?  The Flowering of Hippies article Support your views with incidents and quotations from the novel.  Dark Knight: Example of Romanticism?  Using lines from three or more Romantic poems, create a "found poem." Found  Nonfiction Reading: How Movies Can Help poems use lines from a variety of sources--in this case other poems--to create  Romanticism and Revolution a new poem. The new or "found" poem must revolve around a single  The creepy tale that launched gothic literature overarching theme or central idea suggested by the Romantics.Poems should  Discovering Literature: Romantics and Victorians be at least twenty lines long.  Women and Anonymity in the Romantic period  Discuss how the ancient mariner and Victor Frankenstein are both punished for TCSS  William Blake: Blake’s Two Chimney Sweepers their sins against nature.  Romanticism and the Child: Inventing Innocence  The Role of Children: Chimney Sweeps  Child Labor Facts Narrative Writing Tasks:  The Byronic Hero: Immortals and Vampires and Ghosts, Oh My!: Byronic  In her highly Gothic novel Frankenstein, Mary Shelley describes the creation of Heroes in Popular Culture article a monster who represents both the worst side of his creator--a desire to use the power of science to defy the laws of nature--and the best of human nature-- Additional Materials: a desire find love and understanding. With a small group, create a collage Background information which demonstrates this central idea of the novel and which shows that the Overview of British Romanticism Monster is neither purely evil nor purely good. On the back of the collage, write Song lyrics a thorough monologue (spoken by the Monster) in which he describes his History Guide feelings about his creation and his creator. Be sure to reflect back upon our The Romantics: Nature, Beauty, and Power reading of selected passages from the novel and viewing of the film Rime of the Ancient Mariner versus Frankenstein adaptation. Characteristics of the Byronic Hero  After reading Blake's two poems about the lives of chimney sweepers, write a Hero’s Journey worksheet (research) thoroughly descriptive monologue narrated (first person) by a child who has Found Poem assignment been a victim of child labor abuse. Be sure to consider the elements of Found Poem example character development such as consideration of the who, where, when, what, William Blake lesson plan (imagery, allusion, opposites) how, and why. William Blake lesson plan (additional) Research Connections:  After exploring the concept of the Byronic Hero and viewing clips from the films Big and Wizard of Oz, find and write a thorough description of the journey of self-discovery made by a character in one of these films or another film that you are familiar with. Be sure to refer to specific parts of the hero's journey relating specifically to self-discovery rather than merely summarizing the plot. Also, how does the journey of the Byronic Hero specifically relate to the overarching tenets of Romanticism?  Research child labor abuses in our modern world. With a small group, present a small vignette detailing the life of one child living in an abusive work situation. Vignettes should last 4 to 5 minutes and should show consideration of the Romantics concern regarding the loss of innocence in children.

Routine Writing (Notes, summaries, process journals, and short responses across all genres):  Journals, summaries, notes, short responses Lessons for Unit 4 (all lessons are hyperlinked below):  ELA12.4: Capstone Lesson: Focus on completing journals and building presentation skills (SL4, SL5, SL6)  ELA12.4.1: Focus on citing textual evidence, determining meanings of words and phrases, and writing (RL1, RL4, W4)  ELA12.4.2: Focus on citing textual evidence, writing informative/explanatory texts, determining the meanings of words and phrases, and determining author’s purpose or point of view (RL1, W2, RL4, RI1, RI6)  ELA12.4.3: Focus on citing textual evidence, writing informative/explanatory texts, determining meanings of words and phrases, and determining author’s purpose or point of view (RL1, W2, RL4, RI1, RI6)  ELA12.4.4: Focus on citing textual evidence, determining author’s point of view or purpose, and analyzing foundational works of British literature (RL1, RI1, RI6, RL9)  ELA12.4.5: Focus on citing textual evidence, determining author’s point of view or purpose, and analyzing foundational works of British literature (RL1, RI1, RI6, RL9)  ELA12.4.6: Focus on citing textual evidence, determining meaning of words and phrases, and writing informational/explanatory texts (RI1, RI4, W2)

TCSS Georgia Standards of Essential Questions Vocabulary Lessons and Resources Excellence (GSE) ELAGSE11-12RL1: Cite strong and How does one cite strong and thorough Cite ELA12.4.1 thorough textual evidence to support textual evidence to support analysis? Textual evidence ELA12.4.2 analysis of what the text says explicitly as Inferences ELA12.4.3 well as inferences drawn from the text, Explicit ELA12.4.4 including determining where the text Analysis ELA12.4.5 leaves matters uncertain. ELAGSE11-12RL4: Determine the What are figurative and connotative Diction ELA12.4.1 meaning of words and phrases as they are meanings? How do words and phrases Figurative used in the text, including figurative and impact an author’s meaning and tone? Connotation connotative meanings; analyze the impact How does an author’s word choice impact Denotation of specific word choices on meaning and engagement and beauty? Tone tone, including words with multiple Context meanings or language that is particularly Syntax fresh, engaging, or beautiful. (Include Engaging Shakespeare as well as other authors.) ELAGSE11-12RL9: Demonstrate How does a work reflect its time period? Foundational works ELA12.4.4 knowledge of eighteenth-, nineteenth- and How do two texts from the same time Themes ELA12.4.5 early twentieth-century foundational works period treat similar themes or topics? Topics (of American Literature, British Literature, Compare/contrast World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12RI1: Cite strong and What are effective ways to cite textual Cite ELA12.4.2 thorough textual evidence to support evidence to best analyze literature? Textual evidence ELA12.4.3 analysis of what the text says explicitly as Inferences ELA12.4.4 well as inferences drawn from the text, Explicit ELA12.4.5 including determining where the text Analysis ELA12.4.6 leaves matters uncertain. ELAGSE11-12RI4: Determine the What are strategies used in clarifying the Diction ELA12.4.2 meaning of words and phrases as they are meaning of words and phrases as they are Figurative meaning ELA12.4.3 used in a text, including figurative, used in a text? Connotative ELA12.4.6 connotative, and technical meanings; Technical analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI6: Determine an author’s How does the author’s point of view or Point of view ELA12.4.2 point of view or purpose in a text in which purpose impact the power of Purpose ELA12.4.3 the rhetoric is particularly effective, persuasiveness or beauty of his/her text? Rhetoric ELA12.4.4 analyzing how style and content contribute Persuasiveness ELA12.4.5 to the power, persuasiveness, or beauty of the text. ELAGSE11-12W2: Write How does one choose the most significant Informative ELA12.4.2 informative/explanatory texts to examine and relevant facts appropriate to the Explanatory ELA12.4.3 and convey complex ideas, concepts, and audience’s knowledge of the topic? Organization ELA12.4.6 information clearly and accurately through Objectivity the effective selection, organization, and Transition TCSS analysis of content. Topic a. Introduce a topic; organize complex Concrete details ideas, concepts, and information so Quotations that each new element builds on Paraphrase that which precedes it to create a Cohesion unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELAGSE11-12L2: Demonstrate How do I demonstrate command of the Standard English ELA12.4.1 command of the conventions of standard conventions of standard English Capitalization ELA12.4.3 English capitalization, punctuation, and capitalization, punctuation, and spelling? Punctuation spelling when writing. How do I use a hyphen and/or dash Hyphen a. Observe hyphenation conventions. correctly? Dash b. Spell correctly. ELAGSE11-12SL1: Initiate and participate How do I participate in a range of Collaborative discussions ELA12.4.1 effectively in a range of collaborative collaborative discussions to express ideas Textual evidence ELA12.4.5 discussions(one-on-one, in groups, and and listen to others? Collegial discussions teacher-led) with diverse partners on Response grades 11-12 topics, texts, and issues, Diverse perspectives building on others’ ideas and expressing Qualify TCSS their own clearly and persuasively. Justify a. Come to discussions prepared, having Evidence read and researched material under study; Reasoning explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. ELAGSE11-12SL2: Integrate multiple What are the appropriate sources of Integrate ELA12.4.1 sources of information presented in information used to make informed Diverse ELA12.4.3 diverse formats and media (e.g., visually, decisions and solve problems? Credibility quantitatively, orally) in order to make Discrepancies informed decisions and solve problems, Data evaluating the credibility and accuracy of each source and noting any discrepancies among the data. ELAGSE11-12SL4: Present information, How does my presentation (style, Clarity ELA12.4.4 findings, and supporting evidence, organization, etc.) affect my audience’s Concise ELA12.4.5 conveying a clear and distinct perspective, understanding? How can I best present a Logical such that listeners can follow the line of clear and distinct perspective, such that Organization reasoning, alternative or opposing listeners can follow my reasoning? Development perspectives are addressed, and the Substance organization, development, substance, and Style style are appropriate to purpose, audience, Purpose and a range or formal and informal tasks. Audience Task ELAGSE11-12SL5: Make strategic use of How does digital media affect the Strategic ELA12.4.4 digital media (e.g., textual, graphical, understanding of a speech or Digital media audio, visual, and interactive elements) in presentation? Enhance presentations to enhance understanding of Reasoning findings, reasoning, and evidence and to Evidence add interest. TCSS

Lessons for British Literature Unit 4

The following pages are the lessons for the unit that have been linked at the beginning of the document. These lessons are based on identified GSE high-priority standards and incorporate unit texts and resources.

TCSS ELA12.4 (Capstone) Note: Second semester ELA will have the responsibility for having students complete the final journal entry for the Capstone Project as well as prepare for the Final Presentation. Reference this lesson for materials related to Capstone. Learning Target(s) I can:  identify and/or generate their own research question or problem  adapt the scope of topic (narrow or broaden) based on research findings  analyze and determine the relevance of data and information collected based on the research questions(s)  synthesize information gathered from multiple print and online sources  assess the strengths and limitations of a source used for research  evaluate sources to determine their strengths and weaknesses  evaluate sources' effectiveness in speaking to writer's task, audience, and purpose  recognize the value of using a variety of sources, rather than relying heavily on a single source  integrate evidence collected during research into their writing while avoiding plagiarism  use required format correctly Priority Standards: Priority Standards:  Support Standards ELAGSE11-12SL4: Present information, findings, and supporting  Pre-requisite Learning evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. ELAGSE11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Resources for Instruction Capstone Manual Journal #5 Time Allocated Days will be embedded throughout the second semester. EQ  How does my presentation (style, organization, etc.) affect my audience’s understanding? How can I best present a clear and distinct perspective, such that listeners can follow my reasoning?  How does digital media affect the understanding of a speech or presentation?  Why and how do I adapt my speech to content, task, audience, and purpose?

Activator/Connection/Warm Up Instructional Delivery

TCSS  Teaching Point/Mini Expectations for the Capstone in this unit include: Lesson/Teacher  Work on building presentation skills by allowing students Input (I Do/Modeling) opportunities to work on Oral Presentations with feedback  Completion of Journal #5 by March

 Guided Instruction/ It will be important to teach students the skills they will need to Differentiated successfully present information to an audience. Instruction (We Do)

 Independent Practice (You Do) Summarizer/Closure/Evaluati on of Lesson

TCSS ELA12.4.1 Learning Target(s): I can:  draw inferences from literary text to make and support an analysis that uses strong and thorough evidence gathered from reading  determine where the text leaves matters uncertain and be able to infer what happens next  support their conclusions with explicit and implicit textual evidence  synthesize evidence collected from the text to best support their conclusions  compare and contrast similar themes or topics in two or more texts from American literature written in the same time period  must analyze two or more authors’ treatments of themes or topics in foundational works of American literature written in the same period  determine the meaning of an unknown word or phrase  confirm initial understandings using a variety of methods

Priority Standards: Priority Standards  Support Standards ELAGSE11-12RL1: Cite strong and thorough textual evidence to  Pre-requisite Learning support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 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. ELAGSE11-12L4: 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

Support Standards  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.)  ELAGSE11-12W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  ELAGSE11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  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 9–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  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.

TCSS Resources for Instruction Videos of excerpts or trailers of movies with characters distinguished as good and evil, such as the following: Star Wars movies (choose a clip) Harry Potter and the Deathly Hallows (play trailer) Snow White and the Seven Dwarfs The Poison Tree (copy of the poem) Featured Artwork (Satan Exulting over Eve) Satan Exulting over Eve picture Adam Thinking poem Dark Blushing poems A Poison Tree picture The Tyger poem The Lamb poem The Chimney Sweeper poem Time Allocated 3-4 days EQ How do poets use metaphors, symbols, images, allusion, and antithesis to develop a central idea? How do the concepts of good and evil appear in poetry and visual art? How does the use of first person perspective affect the impact of poetry? Activator/Connection/Warm Up Warm-up 1. Ask students to identify stories or movies in which there are good and evil forces (e.g., comic books, “Star Wars” movies). You may wish to show videos of excerpts or trailers of movie examples. 2. Tell students that it’s common for artists and writers to explore themes of opposite forces such as good vs. evil. Have students write in their journals about a time in their life when they experienced or witnessed good vs. evil. 3. Ask students if they can think of other examples of opposites in literature they’ve read or movies they’ve seen (e.g., war/peace, fear/courage, rational/emotional, mind/heart). Instructional Delivery Students examine William Blake’s poem “A Poison Tree” and his drawing Satan Exulting over Eve, analyzing the symbolism, metaphors,  Teaching Point/Mini and imagery used. They identify themes explored in the poem and Lesson/Teacher Input (I drawing and then write original poems about the same theme in a Do/Modeling) modern-day setting. Poems should incorporate symbolism, metaphor, and vivid imagery.

 Guided Instruction/ Opposites in Blake’s Poetry Differentiated Instruction 1. Distribute copies of the poem “A Poison Tree” by William Blake. (We Do) Allow students time to read it once quietly, and then ask for volunteers to take turns reading each stanza aloud. 2. Point out that the poem begins with opposites—friend/foe. Blake  Independent Practice uses a literary device called antithesis—a device in which two (You Do) contrasting or opposite ideas balance one another, often due to similar grammatical structures. An example of antithesis can be found in Martin Luther King, Jr.’s famous “I Have a Dream” speech, in which he says that he dreams of a nation where his children “will not be judged by the color of their skin but by the content of their character.” Discuss Blake’s poem using the following prompts: 3. Where else can you find opposites in the poem (e.g., end/grow, day/night, night/morning, tears/smiles, shine/veil’d)?  In the first stanza, what do you think the speaker means TCSS by “I told my wrath”? How might that prevent anger from growing?  In the second stanza, what does “it” refer to?  What do you associate with the word “apple”? What do you think it symbolizes in the third stanza?  Was the last line surprising? Why or why not?  Do you think the speaker would have preferred that his anger with his foe had ended? What evidence can you find to back up your claim?  Consider the title. What is the “poison” of the tree referring to?

4. Point out that artists and writers often reference literary, visual, and historical works in their own art and writings. This device is called allusion. Identify allusions to Adam and Eve in “A Poison Tree.” Ask students if they can think of other literary allusions to a poison tree or fruit (e.g., “Snow White,” “Strange Fruit”). Continue the discussion using the following questions:  What opposing forces are reflected in the story of Adam and Eve?  Why do you think Blake references this biblical story in his poem?

5. Inform students that “A Poison Tree” is part of an illustrated collection of poems called Songs of Experience, which follows a series called Songs of Innocence. The poems in Songs of Innocence explore the innocent state of childhood, whereas those in Songs of Experience explore how oppressive forces and the fears and flaws of human nature impact one’s lived experience. If “A Poison Tree” was revised and told from the perspective of an innocent child, what is a possible alternate ending for the poem? What are positive alternatives for coping with anger?

Opposites in Blake’s Art 1. Inform students that Blake also explored opposites in his works of visual art. Display a reproduction of his drawing Satan Exulting over Eve. Give students the opportunity to look closely at the work without seeing the title. Ask them for their initial observations. Discuss the drawing using the following questions, and share background information about the work as appropriate throughout the discussion:  What do you notice about the figures’ poses and facial expressions?  Based on these details, what can you deduce about what is happening?  What are the figures holding? What do the objects symbolize?  What do you see that are opposites?  How would you describe the mood of this watercolor?  What did the artist do to evoke this mood?  Based on what you see, what do you think happened before the scene depicted in the drawing?  What do you think will happen next?  Why do you think the story of Adam and Eve resonates TCSS with modern-day viewers?  What can visual art communicate about the theme of good vs. evil that cannot be communicated in poetry, and vice versa?  How does William Blake use the medium of watercolor (as opposed to sculpture or drawing) to help communicate the story?  Why does the theme of good vs. evil continue to be explored in various art forms? Have students write in their journals why they think the theme of good vs. evil endures over time in literature and art.

2. Ask students where they see examples of good vs. evil in current events or daily life. Tell students that they will work in pairs to write original poems that explore the theme of good vs. evil in a modern-day setting. Have students brainstorm ideas of topics in their journals and then share their ideas with the class.

3. Give the student pairs time to select one topic to write about. Have them brainstorm a list of characters that would be affected by the topic. Inform students that Blake believed that imagination is essential to life and that both poetry and visual art stem from poetic imagination. Tell students pairs they will use their imagination and write from the perspective of two different characters—one they consider “good,” and the other they consider “evil.” For inspiration, you may wish to review poems about Adam and Eve, such as the following:

 “Adam Thinking” and “Eve Thinking” by Lucille Clifton  “Satan Exulting over Eve” by Jeffrey McDaniel Instruct students to use vivid imagery and include at least one example of allusion and antithesis in their poems.

Extensions  Show students the illustrated version of “A Poison Tree” Tell students that Blake illustrated the poems in Songs of Innocence and Songs of Experience. Have students illustrate the borders of their own poems, as Blake did.  Connect to other literary texts that explore themes of good vs. evil, such as Milton’s Paradise Lost. TCSS

Summarizer/Closure/Evaluation After students complete their poems, lead a discussion about the idea of Lesson of good vs. evil. Ask students the following questions:  What did you learn from exploring two different perspectives of a topic?  How realistic is it to categorize situations and people as good vs. evil?  Revisit the journal you wrote about experiencing or witnessing good vs. evil. Would you still describe it as good vs. evil?

Assessment Students will be assessed on their ability to achieve the following:  analyze and describe symbols, metaphors, and imagery used in a poem and drawing.  analyze the use of opposites and the theme of good vs. evil in poetry and visual art.  identify and write examples of allusion and antithesis in poetry.  write poems in the first-person perspective.

TCSS ELA12.4.2

Priority Standards: Priority Standards:  Support Standards ELAGSE11-12RL1: Cite strong and thorough textual evidence to  Pre-requisite Learning support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Support Standards:  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.  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.  ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).  ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Resources for Instruction If Only Literature Could be a Cellphone Free Zone article The Plot Thickens handout Time Allocated 1-2 days EQ How does technology impact literature? How is technology shown as a danger throughout literature? Activator/Connection/Warm Up Have the class informally vote to choose a familiar story or fairy tale, like “Cinderella.” Elicit the story’s plot and jot the main points on the board as the students talk. Then ask how each major event would be TCSS different if the characters had access to today’s communications technology like the Internet, cellphones, text messaging and so on. Also ask how the characters might think and act differently if they had modern technology.

For example, if Cinderella had a cellphone, she could have called or texted the fairy godmother to say she would be late because she was with the prince, asking to extend the spell past midnight. Or, if the characters had access to Facebook, the prince may have been able to find Cinderella online without counting on her trying on the glass slipper. And if Cinderella had Internet access, she may have found comfort and support in online friendships — she could have opted to spend the night of the ball writing or using Skype to talk to friends instead of going to the ball.

Alternatively or additionally, if students have read or are familiar with “Romeo and Juliet,” show them the illustration that appears with today’s article, “If Only Literature Could Be a Cellphone-Free Zone.” Students will recognize that, had Romeo and Juliet had the ability to send text messages without their families knowing, the central conflict of the play would be quite different. Would they have averted the final outcome had Juliet simply texted her plans to Romeo? On the other hand, had they communicated more, perhaps they would have found they didn’t have much in common and weren’t such a perfect match after all. Ask: As our lives become more and more “connected,” do you think readers will be turned off by literature that has now-obsolete conflicts about communicating? What, if any, sorts of plot points might start to seem silly or quaint? How can today’s writers keep stories interesting given all that technology makes possible? What will happen to classic story plot points involving people getting lost, out of touch or unaware of information anyone could find instantly online?

Tell students that the article they will read today considers situations like this. Instructional Delivery Students will consider how the insertion of today’s technology would change literary classics and how technology challenges contemporary  Teaching Point/Mini writers. They then create a Web page, blog, video or text message Lesson/Teacher Input (I transcription for a literary character. Do/Modeling) ARTICLE QUESTIONS: As a class, read and discuss the article “If Only Literature Could Be a  Guided Instruction/ Cellphone-Free Zone,” focusing on the following questions: Differentiated Instruction a. Why do many writers today have what Matt Richtel characterizes as (We Do) “a brewing antagonism for today’s communication gadgets”? b. How have some writers mentioned in Mr. Richtel’s article gotten around the problem of having to make a current-day character  Independent Practice incommunicado? (You Do) c. What literary works, films or television shows would be ruined by characters having cellphones and Internet access? d. What are some works whose use of technology is so well-done, crucial to the story, etc., that without it, the works would not succeed?

ACTIVITY: Explain to students that they will “update” a literary work (or film, if you wish) with the inclusion of today’s technology. Options: have students work alone or in small groups; have the whole class use the same work TCSS or allow them to choose; allow all characters to have access to all of today’s technology; set rules like “there is Internet access but no cellphones” (or vice versa) or “one character can use any and all available technology but other characters cannot.”

Distribute copies of the handout “The Plot Thickens” Tell students that in introducing technology elements from “the future” into a work that is set in the past, they will create a mash-up of the original genre and science fiction. In so doing, they will create a fictional world that has the potential to be quite different from the one the original author intended. Remind students that as in any plot, one event can lead to not just one, but a series of events that can change a character’s life in small or drastic ways — a whole new story can result. Encourage them to go into the story as deeply as they can, and to look for as many alternate plot possibilities as they can.

For instance, with today’s technology Victor Frankenstein could have videotaped himself bringing life to his creature, and in posting the footage on YouTube, he may have inspired would-be scientists to make multitudes of creatures — or the authorities would see the video, raid his laboratory, arrest him and take custody of the creature — leading both their lives, and possibly the world, to be quite different. His creature could have used sites like Facebook and Twitter to find sympathetic friends and, in feeling accepted, he might not have had to spend his life roaming and hiding (and ultimately killing). How would “Frankenstein” turn out in this alternate universe? Have students share their ideas in a discussion at the end of class. Summarizer/Closure/Evaluation Students share their original work using technology. of Lesson

TCSS ELA12.4.3

Learning Target(s):  draw inferences from literary text to make and support an analysis that uses strong and thorough evidence gathered from reading  determine where the text leaves matters uncertain and be able to infer what happens next  support their conclusions with explicit and implicit textual evidence  synthesize evidence collected from the text to best support their conclusions  compare and contrast similar themes or topics in two or more texts from American literature written in the same time period  must analyze two or more authors’ treatments of themes or topics in foundational works of American literature written in the same period  analyze/trace the progression of two or more central ideas using supporting ideas across the whole text and understand how they interact and build on one another  summarize the central idea using the most supportive ideas  select an informative/explanatory topic that can be reasonably explained or clarified within the text  effectively organize complex ideas so that each new element builds on the previous idea in order to create a unified whole that communicates the author's purpose effectively  develop the topic thoroughly by selecting and synthesizing the most significant and relevant facts, definitions, concrete details, and quotations appropriate to the audience's knowledge of the topic  determine the meaning of a word or phrase from context clues Priority Standards: Priority Standards  Support Standards ELAGSE11-12RL1: Cite strong and thorough textual evidence to  Pre-requisite Learning support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 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. ELAGSE11-12RI2: Determine two or more 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 provide a complex analysis; provide an objective summary of the text. ELAGSE11-12L4: 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. 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. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Support Standards:  ELAGSE11-12RI1: Cite strong and thorough textual evidence TCSS 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.  ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).  ELAGSE11-12W6: 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.  ELAGSE11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  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. Resources for Instruction Characteristics of Romanticism Wordsworth Word Web student Wordsworth Word Web teacher The Raft of the Medusa picture Artwork Explication Is It Romantic? Handout The Raft of Medusa Characteristics TPCASTT “The World Is Too Much with Us” Page 790 (green textbook) Romanticism Essay Romanticism Essay Rubric Time Allocated 7-8 days EQ What are the characteristics of Romantic literature? How is art and poetry used to explore and understand major characteristics of the Romantic period? How does the understanding of romantic characteristics lead to a better appreciation of the beauty of poems from this period? Activator/Connection/Warm Up Session One Begin the lesson by asking students to write a paragraph response to the following question: What does it mean to call something Romantic? Have students share their responses with the class and discuss how students' answers are similar and different. Write several responses on the board and save them for later.

Display the Romanticism Statements, and as you read through them, have students indicate on a sheet of paper whether they personally agree or disagree with each statement by recording "A" for agree or "D" for disagree.

After all students have read and responded to the questions, ask them to total all of their As and Ds. Then have students determine how "Romantic" they are by sharing the following key: 3 or fewer As = "not Romantic" 4 or 5 As = "sort of Romantic" TCSS 6 or 7 As = "highly Romantic" 8-10 As = "extremely Romantic" Explain to students that each of the statements contains a Romantic literary characteristic written in the affirmative. Ask students to review the paragraphs they wrote in step one. Then have students break into small groups of three to five students. In their groups, have students discuss how their understanding of the term Romanticism has changed after taking the quiz.

How has your understanding of Romanticism changed? Briefly describe your definition of Romantic. How is your definition of Romantic similar to and different from Romanticism? Instructional Delivery Students will identify and explain how the characteristics of a literary genre are reflected in a work of art and piece of literature, examine the  Teaching Point/Mini details in a work of art by sketching and labeling its major elements, Lesson/Teacher Input (I synthesize knowledge of the ways that a painting uses subject, Do/Modeling) symbolism, color and light, composition, movement, and perspective to draw conclusions about the overall tone and theme of a work of art, analyze the overall significance, meaning, and theme of a work of art  Guided Instruction/ and literature through an explication of its individual elements, explain Differentiated Instruction how specific elements (diction, symbolism, characterization, tone, and (We Do) elements of plot) establish the tone and theme of a work of art and a piece of literature, and explain how the elements establish both a work of art and a piece of literature as examples of Romanticism.  Independent Practice (You Do) SESSION TWO 1. Pass out the Characteristics of Romanticism handout and discuss the five characteristics of Romanticism. Ask questions such as: o What are the five characteristics of Romanticism? o What were some of the basic Romantic beliefs? o Do you think these beliefs are relevant today? Why or why not? 2. After a whole-class discussion of these characteristics, break the class into five small groups and have each group discuss one of them. Do group members agree or disagree with the Romantic philosophy on this point? Why? Each group should be prepared to present their position to the class during the next session.

SESSION THREE 1. Have each of the five groups from Session Two present the results of their discussion to the whole class. Review the characteristics of Romanticism with students before moving on to the next activity. 2. Write the phrase "the spontaneous overflow of powerful feelings" on the board. Introduce the concept by explaining that it is from an introduction William Wordsworth wrote for a book of poems titled Lyrical Ballads. Explain that the book, published in 1802, contains poems written by Wordsworth and Samuel Coleridge, and is considered by many to be the beginning of the Romantic Movement in literature. 3. Pass out the Wordsworth Quote Word Web handout to students. Use the handout to lead a discussion of how TCSS Wordsworth's statement corresponds with the characteristics of Romanticism. Students can refer back to the Characteristics of Romanticism handout, if necessary. You might also wish to review connotation and denotation before students complete this activity. 4. First have students identify the denotative meanings for the words "spontaneous," "overflow," "powerful," and "feelings." Have students refer to classroom or online references such as Merriam-Webster Online as needed. 5. Have students record their responses on the Wordsworth Quote Word Web handout. Use the notes on the Wordsworth Quote Word Web Teacher Copy to guide students' responses. 6. Then ask students to suggest some possible connotative meanings for the words on the Wordsworth Quote Word Web. Encourage students to consider both positive and negative connotations of the words. For example, a "spontaneous" person can be seen as exciting and interesting, as well as disorganized. Make a list of students' responses. 7. Then ask students to consider both the denotative and connotative meanings and describe how all of these words connect to one or more of the characteristics of Romanticism.

SESSION FOUR 1. Display an image of Théodore Géricault's painting The Raft of the Medusa. Discuss the historical background of the painting with students and how the painting represents the plight of the passengers and crew of the ill-fated French ship Medusa in 1816. Ask students to comment on and describe what they see in the painting. o What images do you see in Géricault's painting? o What do you think Géricault's purpose was in depicting this event? o What do you like about the painting? Why? o What don't you like about the painting? Why? 2. Then have students visit the ReadWriteThink The Raft of the Medusa interactive. Review how this tool is used, and then allow enough time for students to explore the painting. They should click on each highlighted area to learn more and respond to prompts about the painting. Have students print out their work when they are finished. 3. Bring the class back together and ask for volunteers to share some of the interesting elements in the painting. Some of these elements include: o A "pyramid of hope" is created in the center of the painting by dead figures at the bottom, dying figures in the middle, and a topmost figure waving a rag at the top. o A large wave in the mid-left side of the painting threatens to break on the raft. o Rays of sunlight breaking on the horizon at the top of the painting. o On the right side a tiny image of a rescue ship can be seen on the distant horizon. o In the far right hand corner of the raft is a bloodstained axe. 4. After students have completed the interactive activity, distribute TCSS the Artwork Explication: The Raft of the Medusa handout. Have students work on completing the sheet with a partner or in small groups during the rest of this session. Students should then complete this activity for homework.

SESSION FIVE 1. Review students' completed Artwork Explication: The Raft of the Medusa sheets. Take time to answer any questions students have about the assignment before moving on to the next step. 2. Review with students the five primary characteristics of Romanticism. Then distribute the Is It Romantic? handout. Have students complete the chart by recording examples from the painting that illustrate characteristics of the Romantic period in the first column. In the second column they should explain how each example fits the Romantic characteristic. 3. After students complete the handout, discuss the following question as a class or in small groups: What characteristics of the painting The Raft of the Medusa qualify the work as Romantic? If students work in small groups, have them record their responses and report back to the class. Circulate among the groups as well, in order to monitor students' understanding of the task. Examples of possible student responses can be found on The Raft of the Medusa Romantic Characteristics sheet.

SESSION SIX 1. Introduce the TP-CASTT method to students by sharing the Poetry Analysis—TP-CASTT handout with students. Before moving to the next step, students should understand the basic steps in using this technique: o Title: Ponder the title before reading the poem. o Paraphrase: Translate the poem into your own words. o Connotation: Contemplate the poem for meaning beyond the literal. o Attitude: Observe both the speaker's and the poet's attitude (tone). o Shifts: Note shifts in speakers and in attitudes. o Title: Examine the title again, this time on an interpretive level. o Theme: Determine what the poet is saying. 2. Distribute copies of the poem "The World Is Too Much With Us" by William Wordsworth as well as the Poetry Analysis—TP- CASTT handout. On the first page of the handout are analysis questions to help guide students in using the steps in the TP- CASTT method to complete an analysis of the poem. Students will use the answers to the analysis questions to complete the blank TP-CASTT chart on the second page of the Poetry Analysis—TP-CASTT handout. 3. Begin by projecting the text of the poem using an overhead projector. Model the process with students by completing the title step in the following manner: o Circle the projected image of the following words in the poem's title: "World," "Too Much," "Us." o Ask students to identify the denotative and connotative meanings for each of the circled words. o Demonstrate how students should mark up the copy of TCSS their poem with notes about the connotative and denotative meanings of the words in the title. 4. Use the image of the text projected onto a white board as a tool to help guide students through each step of the TP-CASTT process. As you work through each step, have students record their responses on the blank TP-CASTT chart. Alternately, you may wish to complete the first one or two steps as a group and then have students work in small groups to compete the chart.

SESSION SEVEN 1. Review with students the five primary characteristics of Romanticism. You may wish to have students refer back to the Characteristics of Romanticism handout. 2. Distribute the Is It Romantic? handout. Have students complete the chart by recording examples from Wordsworth's poem "The World Is Too Much With Us" that illustrate characteristics of the Romantic period in the first column. In the second column they should explain how each example fits the Romantic characteristic. Encourage students to use the notes that they created in the previous session to help them complete the chart. Additional background information on Proteus and Triton, references Wordsworth uses in the poem. You might want to share this information or have students read these pages as an additional tool in classifying this poem as Romantic. 3. After students complete the handout, discuss as a class or in small groups the characteristics of the poem "The World Is Too Much With Us" that qualify the work as Romantic. If students work in small groups, have them record their responses and report back to the class. Circulate among the groups as well, in order to monitor students' understanding of the task.

SESSION EIGHT 1. Have students begin to apply their new learning by beginning to write an essay using one of the options on the Essay Assignment sheet. Allow students time in class to begin their essays. 2. Students may complete the essays for homework, if necessary. Share the Romanticism Essay Rubric with students to use as a guide before they begin to write and allow time for student questions about the assignment and rubric.

Summarizer/Closure/Evaluation STUDENT ASSESSMENT/REFLECTIONS of Lesson Evaluate the thesis statement, organization, supporting evidence, analysis, fluency, and mechanics of students’ essays using the Romanticism Essay Rubric. Provide feedback to students based on the rubric evaluation.

Informally assess students’ participation in whole- and small-group activities. Did students participate fully in discussions and other activities? Did students freely share ideas and opinions? How well did students work cooperatively within their groups? How well did students demonstrate an understanding of Romanticism and Romantic characteristics?

Use students’ Is It Romantic? sheets to check for their understanding of the Romantic characteristics of The Raft of the Medusa and “The World TCSS Is Too Much With Us.”

Review students’ answers to the Artwork Explication: The Raft of the Medusa handout to check how well they have analyzed the piece of art for diction, characterization, imagery, symbolism, tone, plot, and theme.

TCSS ELA12.4.4 Learning Target(s): I can:  draw inferences from literary text to make and support an analysis that uses strong and thorough evidence gathered from reading  determine where the text leaves matters uncertain and be able to infer what happens next  support their conclusions with explicit and implicit textual evidence  synthesize evidence collected from the text to best support their conclusions  compare and contrast similar themes or topics in two or more texts from American literature written in the same time period  must analyze two or more authors’ treatments of themes or topics in foundational works of American literature written in the same period  determine the point of view or purpose in a text  analyze rhetorical strategies the author used to convey his/her message  analyze if and how rhetoric added to the power and persuasiveness of the message  assess the author’s reliability as a source of information  analyze/trace the progression of two or more central ideas using supporting ideas across the whole text and understand how they interact and build on one another  summarize the central idea using the most supportive ideas  determine the effectiveness of a text structure for an author’s purpose  identify where text structure contributes or does not contribute to clarity of exposition or argument  critique effectiveness of structures used to convince and engage the reader  identify reasoning in seminal US texts  evaluate the reasoning in seminal US texts based on constitutional principles and the author's use of legal reasoning  evaluate the premise(s), purposes, and arguments in works of public advocacy  analyze perspectives from two or more seminal US texts on related topics  justify the cogent viewpoint in two or more seminal US texts (eg, different accounts of the same event/ issue)

Priority Standards: Priority Standards  Support Standards ELAGSE11-12RL1 and RI1: Cite strong and thorough textual  Pre-requisite Learning 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. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. 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. ELAGSE11-12RI2: Determine two or more central ideas of a text and TCSS analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning (eg, in US Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (eg, The Federalist, presidential addresses).

Support Standards  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.  ELAGSE11-12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.  ELAGSE11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Resources for Instruction Byronic Hero Traits Blank Venn Diagram Byronic Hero Examples Close Reading handout 10 Incredible Acts of Heroism by Ordinary People Time Allocated 4-5 days EQ What is a Byronic hero? In what ways does the Byronic hero complicate our traditional understanding of “hero” and “villain?” Activator/Connection/Warm Up Begin the lesson by asking students to start listing characters from literature, movies, television shows, video games, and comics on the hero and villain charts you have posted in the classroom or on the overhead.

After students have listed a number of characters, shift the discussion by asking them to list the reasons that certain characters were listed the way they were (e.g., Batman is the hero because he tries to save people, and the Joker is the villain because he tries to kill people).

Look for (or introduce) examples that can complicate the distinction between hero and villain, such as Batman, the "Dark Knight."

Instructional Delivery Students will develop an understanding of the term Byronic hero, making comparisons between the traditional hero and the villain to see  Teaching Point/Mini the characteristics that make up the Byronic hero, discuss several texts Lesson/Teacher Input (I that feature a character who can be considered a Byronic hero, and Do/Modeling) expand their understanding of the characteristics of the Byronic hero through a choice-based project. TCSS

 Guided Instruction/ Introduce the concept of Byronic hero by sharing and discussing Differentiated Instruction appropriate background information from the links provided and the (We Do) Characteristics of the Byronic Hero.

Have students review the characters they placed on the Hero and  Independent Practice Villain charts and consider which of them might be appropriately placed (You Do) in a "Byronic Hero" column.

Allow students to add any other characters to the Hero, Villain, or Byronic Hero charts from the first session. Also allow students to move any characters to other charts, justifying why they were added or moved.

Explain to students that they will be delving deeper into the concept of the Byronic hero by examining one character: Edward Cullen from Twilight.

Using a computer with a projector, share the Venn diagram with your students and discuss how the tool works.

Using the book and movie Twilight by Stephenie Meyer, discuss Edward Cullen, the main vampire character, as an example Byronic hero. Use the Venn diagram to show how the character of Edward can be seen as the Hero, Villain, or Byronic Hero (overlapping area on diagram).

Elicit from students traits or specific examples of behaviors or attitudes that help classify the character as a Byronic hero.

Then ask students who are most familiar with the book and/or movie to discuss the significance of thinking about the character in this complex way, as neither traditional hero nor villain, but rather something that is in between.

Explain that students will now have a chance to apply their learning to a character of their choice, using the Examples of Byronic Heroes handout, the Characteristics of the Byronic Hero, and the Venn diagram tool to explore the complexity of the character.

Ask students to choose a character (labeling their diagram with the character they chose) and to compare and contrast the aspects of the character by labeling one circle as "Hero" and the other as "Villain," showing the Byronic characteristics in the overlapping center.

Give students time to complete their Venn diagram, reminding them that their work cannot be saved and should be printed prior to the end of the session.

Have students pair up for discussion of their printed Venn diagram. Students can partner with someone who did the same character and compare their answers and reasoning, or they can partner with someone who chose a different character to compare and contrast them.

Pose the following questions to the students to think about after their TCSS partner discussion for either a continued partner discussion or a classroom discussion: For your character, what single characteristic was most dominant or obvious? Give examples. What common elements did they find most characters possessed? Did characters from different genres have significantly different character traits? Summarizer/Closure/Evaluation STUDENT ASSESSMENT/REFLECTIONS of Lesson Use students’ completed Venn diagrams to check for understanding.

TCSS ELA12.4.5

Learning Target(s): I can:  draw inferences from literary text to make and support an analysis that uses strong and thorough evidence gathered from reading  determine where the text leaves matters uncertain and be able to infer what happens next  support their conclusions with explicit and implicit textual evidence  synthesize evidence collected from the text to best support their conclusions  compare and contrast similar themes or topics in two or more texts from American literature written in the same time period  must analyze two or more authors’ treatments of themes or topics in foundational works of American literature written in the same period  identify reasoning in seminal US texts  evaluate the reasoning in seminal US texts based on constitutional principles and the author's use of legal reasoning  evaluate the premise(s), purposes, and arguments in works of public advocacy  analyze perspectives from two or more seminal US texts on related topics  justify the cogent viewpoint in two or more seminal US texts (eg, different accounts of the same event/ issue)  determine the meaning of a word or phrase from context clues  determine the meaning of an unknown word or phrase  confirm initial understandings using a variety of methods Priority Standards: Priority Standards  Support Standards ELAGSE11-12RL1: Cite strong and thorough textual evidence to  Pre-requisite Learning support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 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. ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning (eg, in US Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (eg, The Federalist, presidential addresses). ELAGSE11-12L4: 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.

Support Standards  ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.  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 TCSS clearly and persuasively.  ELAGSE11-12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Resources for Instruction Dictionary of Legal Terminology Frankenstein Chapter Summaries Frankenstein LitChart Frankenstein Discussion Questions Green Textbook pages 760-764 (introduction), 768-772 (contemporary connection) It’s Alive video clip (Additional videos: The Munsters) Time Allocated 2-3 days EQ How does the author effectively use complex elements of plot (e.g., time frame, cause-and-effect relationships, conflicts, resolutions)?

Activator/Connection/Warm Up After reading excerpts and watching the video, discuss Frankenstein's nature. Was he inherently evil? What made him so angry and vengeful?

Point out to the class that in the United States these days, when litigation is so popular, a new version of Frankenstein set here might show the monster, before going off to the Arctic, suing his creator in civil court for negligence, malpractice, and emotional and physical distress. Tell students that they are going to stage a mock trial of Victor Frankenstein for the above-mentioned charges. The trial, like the novel, can have science-fiction or fantasy elements.

Instructional Delivery 1. Students will interpret a novel, its characters, plot, setting, and theme in different ways.  Teaching Point/Mini 2. Lesson/Teacher Input (I 3. Explain that the case will be heard in civil court, where a suit is brought Do/Modeling) by one individual (plaintiff) against another (defendant), whereas in criminal court, the case is between the state (prosecution) and the defendant.  Guided Instruction/ 4. Proceed by making sure students know what the charges are. They can Differentiated Instruction research the definitions, used in the legal profession, of negligence, (We Do) malpractice, and emotional and physical distress. To find definitions,

students may use materials prepared for jurors in local courts.

 Independent Practice 5. Ask students to help you determine what roles the following characters (You Do) will play in the trial, and then assign students to those roles: o Victor Frankenstein o the ghost of William Frankenstein o the ghost of Justine Moritz o the ghost of Henry Clerval o the ghost of Elizabeth Lavenza o the monster o witnesses for the plaintiff, including medical expert and ethicist o witnesses for the defendant, including medical expert and ethicist o attorney for the plaintiff TCSS o attorney for the defendant o judge

Because this mock trial is a civil case, assign six jurors and one alternate. Take the role of bailiff, the person who keeps order in the court.

6. Go over with students the order in which they may carry out their mock trial: o opening statement by plaintiff’s attorney o opening statement by defendant’s attorney o interrogation of plaintiff’s witnesses by attorney for the plaintiff o cross-examination of plaintiff’s witnesses by attorney for the defendant o interrogation of defendant’s witnesses by attorney for the defendant o cross-examination of defendant’s witnesses by attorney for the plaintiff o closing arguments by both attorneys 7. Give each participating student time to prepare for his or her role by reviewing the novel. 8. During the trial, the judge may intervene to help the witnesses and to respond to objections by attorneys. After both sides have rested their cases, the judge should remind the jury of its obligations. Then you can invite the jury to deliberate in front of the class. The jury should submit a verdict in writing to the judge, who will read it aloud. 9.

Summarizer/Closure/Evaluation Determine for your class whether the trial will end with the jury’s verdict, of Lesson or, if found guilty, the defendant will hear what damages he must pay to the monster. The judge, the original jurors, or a new panel of jurors may determine damages. 10. Ask the students who did not participate in the mock trial to assess the strengths and weaknesses of the students taking part in the mock trial.

Evaluation

Use the following three-point rubric to evaluate students' work during this lesson.

Three points: creating the role and staying in role very well; very well thought out questions or statements; clearly delivered questions or statements

Two points: creating the role and staying in role moderately well; fairly well thought out questions or statements; most questions or statements well delivered

One point: poor job of creating the role and staying in role; questions or statements not clearly thought out; questions or statements not well delivered.

TCSS ELA12.4.6 Learning Target(s): I can:  analyze the evidence that supports explicit information or is the basis for inference made  distinguish among multiple pieces of evidence and cite adequate evidence to thoroughly support claims  recognize where the text does not provide a definitive answer  determine the effectiveness of a text structure for an author’s purpose  identify where text structure contributes or does not contribute to clarity of exposition or argument  critique effectiveness of structures used to convince and engage the reader  identify reasoning in seminal US texts  evaluate the reasoning in seminal US texts based on constitutional principles and the author's use of legal reasoning  evaluate the premise(s), purposes, and arguments in works of public advocacy  analyze perspectives from two or more seminal US texts on related topics  justify the cogent viewpoint in two or more seminal US texts (eg, different accounts of the same event/ issue)

Priority Standards: Priority Standards:  Support Standards ELAGSE11-12RI2: Determine two or more central ideas of a text and  Pre-requisite Learning analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning (eg, in US Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (eg, The Federalist, presidential addresses).

Support Standards  ELAGSE12RI1: 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.  ELAGSE12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).  ELAGSE12W2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Resources for Instruction Is Science Dangerous? Article Pens, markers, paper, poster paper. Time Allocated 1 Day TCSS EQ Must scientists always follow a code of ethics or are some scientific inquiries/achievements worth the risk of causing possible harm? Activator/Connection/Warm Up Students write about (and then discuss in groups and as a whole class) examples they can think of where science has both helped and harmed society. Instructional Delivery Students will understand the nature of science and its relationship to ethics.  Teaching Point/Mini Lesson/Teacher Input (I After having read or viewed a filmed version of Shelley’s Frankenstein, Do/Modeling) students read the first several pages of Lewis Wolpert’s article Is Science Dangerous?

 Guided Instruction/ The teacher then leads a brief discussion of the article, asking students to Differentiated predict (through context clues) whether Wolpert will suggest that science Instruction (We Do) is indeed dangerous or not.

Teacher then asks students to focus on the following passage where  Independent Practice Wolpert cites Sir Joseph Rotblat who proposed that scientists should take (You Do) a Hippocratic oath (or pledge) for Scientists:

"I promise to work for a better world, where science and technology are used in socially responsible ways. I will not use my education for any purpose intended to harm human beings or the environment. Throughout my career, I will consider the ethical implications of my work before I take action. While the demands placed upon me might be great, I sign this declaration because I recognize that individual responsibility is the first step on the path to peace."

Students then, individually or in groups, write about or create a poster displaying the many specific moments (four or five) where Victor Frankenstein fails to adhere to the ideals spelled out in Rotblat’s proposed oath. Students should also discuss whether or not they agree with the idea of a pledge or oath that must be followed by all scientists. Summarizer/Closure/Evaluation Students post work and teacher provides summative assessment. of Lesson