The JPPSS Instructional Sequence Guides Are Aligned

JPPSS ELA COURSE GUIDE 2011-2012

ENGLISH IV

FIRST TERM

The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012

ENGLISH IV  FIRST TERM  2011-2012 2 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012

JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

English IV British Literature Unit Title LCC JPPSS Approx. Time Time 1 The Anglo-Saxon Period in English Literature 4 Wks. 2 Wks. 2 The Medieval Period: England During the Age of Chivalry and 4 Wks. 2 Wks. Feudalism 3 The Elizabethan Period: The Renaissance Comes to England 5 Wks. 2.5 Wks. 4 The Seventeenth Century: The Puritans and the Restoration 4 Wks. 2 Wks. 5 The Eighteenth Century: The Age of Reason 3 Wks. 1.5 Wks. 6 The Romantic Period: Turning to Imagination, Fantasy, and Nature 4 Wks. 2 Wks. 7 The Victorian Period: Power and Change 4 Wks. 2 Wks. 8 The Twentieth Century and Beyond: Moving Beyond the Age of 4 Wks. 2 Wks. Realism

HOLT TEXTBOOK INFORMATION At the time of the initial textbook adoption, schools were provided with student textbooks and teacher resources from district funds according to student enrollment and teacher count. Unfortunately our office does not have the funds for replacement of these items. Please check with your school in regard to the resources. Should a school now require additional textbooks and/or teacher resources, these should be purchased using the school’s funds. Please contact our Holt representative-Michael Sims.

LANGUAGE HOLT Elements of Language-Textbook Resources LITERATURE HOLT Elements of Literature-Textbook Resources Student Resources: Student Resources: . Student Textbook . Student Textbook . Think as a Writer Interactive Workbook ( consumable) . The Holt Reader Selection (Workbook) for the life of adoption (consumable)for the life of adoption . Louisiana Test Prep ( consumable) for the life of . LA Test Prep Workbook (consumable) for the life of adoption adoption 9th& 10th Teaching Resources (one per teacher) . Preparing for the SAT & ACT (consumable) for the life Textbook –Teacher’s Edition of adoption 11th& 12th Teacher One-Stop Planner dvd with Test Generator . LA Practice and Enrichment Booklet (non-consumable) Student One-Stop Planner dvd Holt Leveled Library 9th & 10th (one time only) Grammar Notes cd Holt Novels: (one time only) Interactive Speller cd . 11th- Book of Plays & The Scarlet Letter Wordsharp cd . 12th- Wuthering Heights & Frankenstein Writing Notes cd Teaching Resources (one per teacher) Writing & Research in a Digital Age dvd Textbook –Teacher’s Edition Professional Learning dvd One-Stop Planner CD-ROM with Test Generator WriteSmart cd The Holt Reader /Teacher’s Manual Assessment Chapter Tests Six Traits for Writing Booklet Assessment Chapter Tests in Standardized Format Audio CD Library Daily Language Transparencies Daily Language Activities Teaching Strategies for English Language Learners Vocabulary Development Vocabulary Workshop/ Answer Key Workshop Resources: Writing, Listening, and Speaking Developmental Language Skills, Teacher's Notes/Answer Key Holt Adapted Reader/ Answer Key Internet Resources at www.thinkcentral.com (code required) Holt Multicultural Reader/Teacher’s Guide Holt Reader Solutions Holt Assessment: Literature, Reading, and Vocabulary Internet Resources at http//: go.hrw.com (code required)

ELEMENTS of LANGAUGE ELEMENTS of LITERATURE Student Edition Prices Include: Student Edition Prices Include: Grade12- Sixth Course: $67.95 Grade12- Sixth Course: $77.95 Think As a Writer Interactive Worktext (consumable) $12.20 Holt Reader (consumable) $11.15 LA Test Prep royal blue workbook (consumable) $11.15 LA Practice & Enrichment bright red booklet 5.50

Michael Sims Holt McDougal Service Rep 504 610-0663 [email protected] http://customercare.hmhco.com Customer service 800 462-6595

JPPSS ENGLISH IV INSTRUCTIONAL SEQUENCE GUIDE LCC may be accessed@ 12-1 http://www.louisianaschools.net/topics/comprehensive_curriculum.html Content Area Literacy Strategies (view literacy strategy descriptions) are an integral part of LCC activities. Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm. Blackline Masters (BLMs) http://secondaryela.jppss.k12.la.us/secondaryela-hscurriculum/ are provided for each course to assist in the delivery of activities or to assess student learning. The teacher should preview websites before students access them.

FIRST TERM will cover LCC UNITS 1, 2, 3, and 4. FALL (Aug 15-Oct 14) SPRING (Jan 6-Mar 14)

ONGOING: Independent Reading & Vocab Study – context ONGOING: Using Dictionary & Library Skills - key word clues-definition, example, restatement or contrast; searches; paraphrases/summaries; dictionary skills; library connotative/denotative meanings; Greek, Latin, Anglo- resources(encyclopedias, atlases, library catalogs, Saxon roots/word parts; etymology specialized dictionaries, almanacs, technical encyclopedias, and periodicals); bibliographic format and/or works cited ONGOING: Critical Thinking Skills in Reading -sequence list; interpreting graphic aids; study guides, SQRRR, & QAR events & steps in a process; summarize and paraphrase ONGOING: Writing Literary Analysis: Critical Analysis of information; identify stated or implied main ideas & Literature supporting details; compare & contrast literary elements/ideas; make simple inferences and draw Holt Language Ch 25; Ch 28 conclusions; predict the outcome of a story or situation; FOCUS SKILLS: Literary Analyses (Ex: story or novel element and identify literary devices (foreshadowing, flashback, analysis) name the title and author of the piece; may simile, metaphor, mixed metaphors, implied metaphors, include a brief summary of the work or passage; explain sarcasm/irony, imagery, onomatopoeia, hyperbole the student’s thoughts & feelings about it & why it produces such a reaction; support in the form of examples ONGOING: Writing about Literature : Book & quotations from the work to show what is being Reports, Reviews, or Literary Elements responded to Holt Literature: Focus: brief summary of work/passage; writer’s thoughts & feelings about it & why it produces Holt Elements of Literature, Sixth Course © 2007 such a reaction; support of examples/quotations to show Holt Elements of Language, Sixth Course © 2009 what is being responded to; compare & contrast of literary elements/devices

LITERATURE: Organizational Procedural Activities Administer/Model: Reading Interest Inventory, Reading Strategy Survey, Reading Skills Pretest (Gates MacGinitie), Textbook Analysis (organizational features of text), Cooperative Group Structures & Process, Reading Log

ENGLISH: Organizational Procedural Activities Administer/Model: Writing Interest Inventory, Baseline Writing Assessment w/EOC Rubric, Teacher Modeling of Daily Edit/Proofreading Process, Reading/Writing Portfolio Creation Writing Overview & Basic Writing Craft Skills Holt Six Traits Booklet: Descriptive Attributes; Organizational Techniques; Techniques for Beginnings/Endings; Writing Process: 6-Traits of Effective Writing: Idea Development, Organization, Voice, Word Choice, Sentence Fluency, Conventions

FIRST TERM includes LCC Unit 1: Old English Period 449A.D. HOLT Literature: Collection 1 The Anglo-Saxons 449-1066 AD LCC Unit 2: Middle English Period 1066-1500 HOLT Literature: Collection 2 The Middle Ages 1066-1485 LCC Unit 3: Renaissance: 1500-1660 HOLT Literature: Collection 3 The Renaissance 1485-1660 LCC Unit 4: Neoclassic Period: Restoration, Age of Pope; Age of Sensibility 1660-1785 HOLT Literature: Collection 4 The Restoration and the 18th Century 1660-1800

TIME FRAME: Approximately 3 weeks LCC Unit 1: The Anglo-Saxon Period in English Literature - This unit focuses on applying reading strategies and responding to the primary genres of the Anglo-Saxon period in English literature, specifically the epic and the riddle. Study of the relationship of the literature to the historical period is required along with responses to the literature. Literary interpretation of the Anglo-Saxon period and the literature’s connection to experience will be demonstrated in various responses from discussions to multi-paragraph compositions. Ongoing activities include oral and written responses to a variety of prompts; grammar instruction differentiated for students’ specific needs; independent reading instruction and monitoring; definition of vocabulary words within the context of the literature; and appropriate use of the words in self-generated sentences. The essential goals of this unit require students to read, comprehend, interpret, and analyze the literature of the Anglo-Saxon Period, recognizing that the literature is a reflection of the people and the time in which they lived. Other critical goals call for students to respond to the texts, as well as to recognize the effects of the literary elements on the text. HOLT Literature: Collection 1 The Anglo-Saxons - pp. 1-110 FOCUS: Introduction to Anglo-Saxon Culture: The People and The Times; Introduction to Anglo-Saxon Riddles; Anglo-Saxon Riddles; The Epic Hero/The Heroic Tradition; Heroes in Our World; The Embracing of Contraries; Beowulf and Other World Epics; Explaining the Popularity of the Epic Genre; The Quest in Beowulf and Across the Centuries; Beowulf: A Reflection of the Ideal Anglo-Saxon Warrior; The Elegiac Tradition; Anglo-Saxon Research Report; Early Literary Devices

Holt Elements of Literature correlation to the LA Comprehensive Curriculum Elements of Literature, Skill/Literary Focus SE pages LCC GLEs Sixth Course © 2007 – Activity # Collection 1 The Anglo-Saxons: 449-1066 Evaluate philosophical, political, 2-17 1, 5, 12 (Essay) ethical, religious and social influences Beowulf – Part One (Epic) The Epic Hero 18-42 4, 5, 9, 10 5, 6, 7b Beowulf – Part Two (Epic) Universal themes/ Alliteration, 43-53 4, 6, 10, 13, 1b, 5, 6, 7b, kennings 14, 16 9d Connecting to World 54-82 7, 8 1b, 5, 6, 7b, Literature: Foil 56-64 9a, 9e, 18, Gilamesh (Epic) Epic Simile 65-82 19b, 21, The Iliad (Epic) 26c

Reflecting on the Literary Motifs, elegies, alliteration 83-94 11, 13 5 Period: from A History of the English Church and People (History)

ENGLISH IV  FIRST TERM  2011-2012 6 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 The Seafarer (elegy) Elegy/allegory 87-91 11 The Wife’s Lament (elegy) images 92-93 11 Skills Review (The Wanderer) Compare and contrast 104-107 11

LCC UNIT 1 Activity 1: Reading to Learn -Ongoing GLE GLE/RESOURCES # Materials List: pen; paper; high interest, multi-level readings of fiction, 01a. Extend basic and technical vocabulary using a nonfiction, and technical variation; Skills Index BLM (to be used with variety of strategies, including analysis of an author’s word choice (ELA-1-H1) Activity 1 in all units) 03a. Draw conclusions and make inferences about Access BLMs @ http://secondaryela.jppss.k12.la.us/secondaryela- ideas and information in complex texts in oral hscurriculum/ and written responses, including The teacher should spur growth in independent reading skills and fiction/nonfiction (ELA-1-H3) 03b. Draw conclusions and make inferences about motivate students to read by providing time and skill instruction ideas and information in complex texts in oral through selected readings. Teachers will design an independent reading and written responses, including drama/poetry program and approve selections from the literature study to foster this (ELA-1-H3) development. Student choice of reading material should be allowed to 03c. Draw conclusions and make inferences about ensure student interest and engagement. Class time should be ideas and information in complex texts in oral and written responses, including public dedicated to teaching strategies that allow students to grow as documents (ELA-1-H3) independent readers, both silently and orally. In addition, the teacher 04. Evaluate ways in which the main idea, rationale should emphasize the thought process involved in the act of reading or thesis, and information in complex texts, and should lead students to think and reason about their selections including consumer, workplace, public, and historical documents, represent a view or through various activities. This program will be especially important if comment on life (ELA-1-H4) students are reluctant readers or are not accustomed to reading 09a. Demonstrate understanding of information in independently for sustained periods of time. The teacher should American, British, and world literature using a monitor this reading, making sure to incorporate both oral and written variety of strategies, for example, interpreting responses to the text. Responses may be initiated through a variety of and evaluating presentation of events and information (ELA-7-H1) strategies, including response logs, dialogue letters or journals, informal 09c. Demonstrate understanding of information in discussions at the end of the reading focus time, and book talks. American, British, and world literature using a Whatever the strategy used, students should be able to demonstrate variety of strategies, for example, making comprehension, interpretation, and analysis upon the request of the inferences and drawing conclusions (ELA-7-H1) teacher; acquisition of such skills should be charted on the Skills Index 09f. Demonstrate understanding of information in American, British, and world literature using a BLM. The teacher will assess student engagement in this program by variety of strategies, for example, making accessing the student log of readings, their responses, and the skills predictions and generalizations about ideas and index provided. information (ELA-7-H1) 11. Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature (ELA-7-H2) 12. Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions (ELA-7-H3) 13a. Analyze information within and across grade- appropriate print and nonprint texts using various reasoning skills, including identifying cause-effect relationships (ELA-7-H4) 13b. Analyze information within and across grade- appropriate print and nonprint texts using various reasoning skills, including raising questions (ELA-7-H4) 13c. Analyze information within and across grade- appropriate print and nonprint texts using various reasoning skills, including reasoning inductively and deductively (ELA-7-H4) ENGLISH IV  FIRST TERM  2011-2012 7 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 13d. Analyze information within and across grade- appropriate print and nonprint texts using various reasoning skills, including generating a theory or hypothesis (ELA-7-H4) 13e. Analyze information within and across grade- appropriate print and non-print texts using various reasoning skills, including skimming/scanning (ELA-7-H4) 13f. Analyze information within and across grade- appropriate print and nonprint texts using various reasoning skills, including distinguishing facts from opinions and probabilities (ELA-7- H4)

LCC UNIT 1 Activity 2: Expanding Vocabulary – Ongoing GLE GLE/RESOURCES # Materials List: student notebook/vocabulary log, pen, various texts 01a. Extend basic and technical vocabulary using a from reading, dictionaries, thesauruses variety of strategies, including analysis of an author’s word choice (ELA-1-H1) 01b. Extend basic and technical vocabulary using a As students read the works of each unit and participate in class variety of strategies, including use of related activities, they will record new and unfamiliar vocabulary, as well as forms of words (ELA-1-H1) teacher-selected words for each reading, in an ongoing vocabulary log, 01c. Extend basic and technical vocabulary using a which will include the following for each word: variety of strategies, including analysis of analogous statements (ELA-1-H1)  the definition 24. Use a variety of resources (e.g., dictionaries,  the part of speech thesauruses, glossaries, technology) and textual  the sentence from the text or activity with the word used features (e.g., definitional footnotes, sidebars)  a student-composed sentence using the word in context to verify word spellings (ELA-3-H3) appropriately

Skill development should focus on:  analysis of an author’s word choice  use of related forms of words  analysis of analogous statements Following is an example of a mini-lesson for vocabulary development:

From the first lines of Beowulf, students will probably note words, such as, Lines 1-125: flourished, encroaching, prospered, tribute, bestowing, wield, accoutrement, hoard, patriarch, kinsmen, mead, pallet, glut

These words are typically uncommon in today’s vernacular, but were part of a culture that created this epic. Though these words came from another time, the words, in fact, are still relevant today. To allow students to understand, teacher should have students:  identify the word in context and explain its usage by the author of this work;  identify the word in a modern context and explain its usage in our world;

ENGLISH IV  FIRST TERM  2011-2012 8 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012  use the vocabulary card strategy in pairs to practice their use of these words. Students should see the lasting value of words selected by authors and note them as they read, so their own vocabulary will grow to encompass words from all cultures. LCC UNIT 1 Activity 3: Writing to Connect and to Understand - GLE GLE/RESOURCES Ongoing

Materials List: teacher-developed prompts and rubrics, paper, pen, 05 Analyze and critique the impact of historical technology for publication periods, diverse ethnic groups, and major influences (e.g., philosophical, political, http://go.hrw.com/eolang/modbank/ religious, ethical, social) on American, British, Ongoing writing prompts should be used as initiation, discussion, or or world literature in oral and written closure activities. Prompts may assume any format, but all should responses address comprehension and higher-order thinking skills and lead 07b. Analyze and synthesize in oral and written students to connect ideas in texts and real-life experiences. Prompts responses distinctive elements (e.g., structure) of a variety of literary forms and types, can be used to begin discussion, develop understanding, or assess including epic poetry such as Beowulf (ELA-6- learning. During discussions, students will use active-listening H3) strategies, including monitoring messages for clarity and selecting and 09a. Demonstrate understanding of information in organizing essential information. Students should be encouraged to American, British, and world literature using a identify strong insight provided by peers. variety of strategies, for example, interpreting and evaluating presentation of events and information (ELA-7-H1) The teacher should have students write daily journal entries to various 09c. Demonstrate understanding of information in prompts throughout the unit. For many teachers, the journal serves as a American, British, and world literature using a bell-ringer activity and forethought about a particular topic or text or variety of strategies, for example, making inferences and drawing conclusions (ELA-7-H1) theme. 09d. Demonstrate understanding of information in American, British, and world literature using a Additionally, the teacher may utilize the QtA (view literacy strategy variety of strategies, for example, evaluating descriptions) technique for development of prompts to encourage the author’s use of complex literary elements thoughtful responses to texts. This technique serves as an after-reading (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1) activity and reinforces comprehension on all levels. Its goals are to 09f. Demonstrate understanding of information in construct meaning of text, to help the student delve beyond the words American, British, and world literature using a on the page, and to relate outside experiences from other texts. variety of strategies, for example, making Following is an example list of the levels of questioning teachers and predictions and generalizations about ideas and students may generate in information (ELA-7-H1) class discussion: 20a Write for various purposes, including Goal Query interpretations/explanations that connect life Initiate discussion. What is the author trying to say? experiences to works of American, British, and What is the author’s message? world literature What is the author talking about? 30b Use active listening strategies, including: Focus on author’s That’s what the author says, but what selecting and organizing information message. does it mean? Why did the author choose this word? Link information. How does that connect with what the author already told us? What information has the author added here that connects or fits with ______? Identify difficulties Does that make sense? with the way the Did the author state or explain that author has clearly? Why or why not? What do we presented info or need to figure out or find out? ideas.

ENGLISH IV  FIRST TERM  2011-2012 9 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Encourage students Did the author tell us that? to refer to the text Did the author give us the answer to because they have that? misinterpreted, or to help them recognize that they have made an inference.

In addition to using journals, teachers may also use Admit and Exit Slips which allow students to respond to prompts or to pose questions as they enter the classroom in preparation for the day or to close the day. This technique allows students, first, to address particular concerns about reading material, writing assignments, homework, or class work. Second, the students are given the opportunity, on the Exit Slips, to address learning for the day and to present their thoughts and questions to the teacher so s/he might address these needs in future lessons. Students should either submit the response to the teacher for formative assessment or discuss the response with the whole class as initiation, comprehension, or closure activities.

Teachers should also utilize reader’s response criticism, which allows students to respond to a text both personally and analytically. In such responses, students can answer the following three questions:  What is the predominant effect of this piece on you?  What creates this effect?  What is the significance or importance of this effect on you?

Finally, teachers should ask that students write analytically to demonstrate solid understanding of presented materials. This type of writing can be informal, as in a one page/one side response:

 One Page/One Side Responses: Students write to prompts by covering one side of the paper completely. Responses can be as structured as deemed appropriate by the teacher; for example, students could do a free write in response to a particular theme or idea, or they could write a “mini” essay complete with brief introduction, body paragraph, and a conclusion. (Depending upon the student’s handwriting, teachers may want to adjust length requirements per student, unless the composition is to be typed.)

Or it can be a formal personal or literary analysis essay, to such prompts as the following:  Write an analysis of a teacher-selected passage from a text such as Beowulf (i.e. the battle with Grendel). Delve into a particular aspect of the epic or the piece studied (i.e., the development of the epic hero).  Write a multi-paragraph essay in which you create your own personal hero, one that includes all of the traits you deem important.

LCC UNIT 1 Activity 4: Developing Grammar and Language Skills GLE GLE/RESOURCES Ongoing # Materials List: samples taken from student writings, sample 19a. Extend development of individual writing style to include avoidance of overused words, ACT/SAT questions, teacher-developed diacritic markings and clichés, and jargon (ELA-2-H5) stylistic tools handout (*refer to Elements of Grammar and Style Guide BLM for Unit 1, Activity 4, if needed) 19b. Extend development of individual writing style Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- to include a variety of sentence structures and patterns (ELA-2-H5) hscurriculum/ 19c. Extend development of individual writing style HOLT Interactive Graphic Organizers @ to include diction that sets tone and mood http://my.hrw.com/nsmedia/intgos/html/igo.htm (ELA-2-H5) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 19d. Extend development of individual writing style HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ to include vocabulary and phrasing that reflect the character and temperament (voice) of the Content Literacy Strategies Interactive writer (ELA-2-H5) http://www.vrml.k12.la.us/cc/18str/18str.htm. 21 Apply standard rules of sentence formation, including parallel structure Holt Language: Parallel structure pp. 22a Apply standard rules of usage, for example: The teacher will conduct mini-lessons focused on problems evident in avoiding split infinitives student writing, oral presentations, vocabulary development, or Holt Language: Split Infinitives p. standardized tests. These mini-lessons should focus on the following: 22b Apply standard rules of usage, for example:  sentence-formation problems (e.g., parallel structure) using the subjunctive mood appropriately Holt Language: Subjunctive mood pp.  standard rules of usage (e.g., avoidance of splitting infinitives, 23a. Apply standard rules of mechanics and correct use of subjunctive mood) punctuation, including parentheses (ELA-3-H2)  standard rules of mechanics and punctuation (e.g., 23b. Apply standard rules of mechanics and parentheses, brackets, dashes, commas after introductory punctuation, including brackets (ELA-3-H2) adverb clauses, commas after long introductory phrases, 23c. Apply standard rules of mechanics and punctuation, including dashes (ELA-3-H2) quotation marks for secondary quotations, internal 23e. Apply standard rules of mechanics and capitalization, manuscript form) punctuation, including quotation marks for  individual-style development (e.g., avoidance of overused secondary quotations (ELA-3-H2) words, clichés, and jargon, use of a variety of sentence 23f. Apply standard rules of mechanics and structures and patterns, use of diction that sets tone and mood, punctuation, including internal capitalization (ELA-3-H2) use of vocabulary and phrasing that reflect the character and 23g. Apply standard rules of mechanics and temperament or voice of the writer) punctuation, including manuscript form (ELA- 3-H2) Mini-lesson examples should cover areas of weakness identified from 25. Use standard English grammar, diction, and reviewing ACT/SAT assessments, from student writing, and from syntax when speaking in formal presentations and informal group discussions (ELA-4-H1) teacher-created models for literary and research writing. Mini-lessons 27b. Listen to detailed oral instructions and should be ongoing and skill-specific. presentations and carry out complex procedures, including writing responses (ELA- Following is an example of a mini-lesson for a particular stylistic error 4-H2) that flaws student writing and, once learned, immediately produces a 27d. Listen to detailed oral instructions and presentations and carry out complex higher caliber of composition. This example is written to coincide with procedures, including taking accurate, detailed Activity 9 in which students will compose a personal expository essay: notes (ELA-4-H2) The Monster Paper.

ENGLISH IV  FIRST TERM  2011-2012 11 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 To Be or Not To Be: That is the Error: One Way to Correct Weak Verb Usage

Teachers should pull a wide array of “cuts” from one of the essays presented in this unit; for example, the Monster Paper. As this paper was personal in nature, students will tend to write in their own normal voices, complete with weak verbiage and little active voice. The teacher should present these cuts to the class via the overhead or a projector. The teacher should ask students to read along with her/him and to note each time a form of the verb to be is used. If proper cuts are selected, odds are, even in a short piece, the students will have used all forms of the verb: is, are, am, was, were, be, being, been. The teacher should focus on the verb usage weaknesses and ask students to help correct them with active verbs. Once students see the overuse of being verbs in presentation, teachers should return their essays to them and ask that they edit their own papers by removing most forms of the verb to be. From this point forward, this stylistic weakness should not be tolerated.

LCC UNIT 1 Activity 8: Heroic Tradition GLE GLE/RESOURCES

Materials List: background information on the epic poem and its 06. Analyze and explain the significance of literary characteristics, student journal, pen forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literature As students enter the classroom, the teacher will instruct them to (ELA-6-H2) respond to the following journal prompt: What are the characteristics 07b. Analyze and synthesize in oral and written of a hero or heroine? What figures in today’s world emulate these responses distinctive elements (e.g., structure) characteristics? of a variety of literary forms and types, including epic poetry such as Beowulf (ELA-6- H3) Students will write their responses and report them to the class. 09a. Demonstrate understanding of information in Teachers will use the discussion that evolves from the journal responses American, British, and world literature using a to lead into the study of the epic hero and the heroic tradition. From variety of strategies, for example, interpreting the discussion that ensues, teachers should formulate a “class and evaluating presentation of events and information (ELA-7-H1) definition” of the term hero, and then lead the class to do the following: 09c. Demonstrate understanding of information in American, British, and world literature using a 1. Compare and contrast the class definition of variety of strategies, for example, making a hero to the definition of the hero of an epic poem: inferences and drawing conclusions (ELA-7-H1) 09d. Demonstrate understanding of information in [hero: usually a man of high social status who American, British, and world literature using a embodies the ideals of his people, often of great variety of strategies, for example, evaluating historical or legendary importance]; the author’s use of complex literary elements [Anglo-Saxon epic hero: courageous, physically (e.g., symbolism, themes, characterization, strong, loyal to a tribal king, wise in guiding others, ideas) (ELA-7-H1) 13a. Analyze information within and across grade- generous, and supreme in self-confidence.] appropriate print and nonprint texts using 2. Review the definition of an epic poem: a long narrative poem various reasoning skills, including identifying in elevated style, presenting characters of high position in a cause-effect relationships (ELA-7-H4) series of adventures important to the history of a nation or 20a. Write for various purposes, including race. interpretations/explanations that connect life experiences to works of American, British, and 3. Review the characteristics of an epic poem: world literature  The hero is a figure of heroic stature, of national or (ELA-2-H6) international importance, and of great historical or 27d. Listen to detailed oral instructions and legendary significance. presentations and carry out complex procedures, including taking accurate, detailed ENGLISH IV  FIRST TERM  2011-2012 12 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012  The setting is vast in scope, covering great nations, notes (ELA-4-H2) the world, or the universe.  The action consists of deeds of great valor or requiring superhuman courage.  Supernatural forces—gods, angels, and demons— interest themselves in the action and intervene from time to time.  A style of sustained elevation and grand simplicity is used.  The epic poet recounts the deeds of his heroes with objectivity. During the study of Beowulf, the class will maintain an ongoing log of heroic traits and the actions that demonstrate them. The teacher will provide background information about the Anglo-Saxon society, calling attention to the heroic traits, as students note the chief characteristics. As students read the poem, they are to look for examples of this heroic ideal in the poem and bring them to the class’s attention through discussion.

LCC UNIT 1 Activity 9: Undercutting the Heroic Ideal: Grendel GLE GLE/RESOURCES and Other Monsters

Materials List: student journals, author’s biography, historical 07b. Analyze and synthesize in oral and written background notes, excerpt from a text by William Bradford or John responses distinctive elements (e.g., structure) of a variety of literary forms and types, Smith, RAFT Writing Assessment BLM including epic poetry such as Beowulf (ELA-6- Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- H3) hscurriculum/ 09c. Demonstrate understanding of information in HOLT Interactive Graphic Organizers @ American, British, and world literature using a http://my.hrw.com/nsmedia/intgos/html/igo.htm variety of strategies, for example, making inferences and drawing conclusions (ELA-7-H1) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 09d. Demonstrate understanding of information in HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ American, British, and world literature using a Content Literacy Strategies Interactive variety of strategies, for example, evaluating http://www.vrml.k12.la.us/cc/18str/18str.htm. the author’s use of complex literary elements (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1) Students should reflect in a journal on how they might feel when they 14a. Develop complex compositions, essays, and first leave home to live on their own, including problems or emotions reports that include a clearly stated central they might experience. Their ideas should be shared in a whole-class idea/thesis statement (ELA-2-H1) discussion. 14b. Develop complex compositions, essays, and reports that include a clear, overall structure The discussion should be expanded with an analysis of the recurrent (e.g., introduction, body, appropriate theme of the journey in literature. The class should list fictional conclusion) (ELA-2-H1) journeys they may be familiar with, such as The Odyssey. Students 14c. Develop complex compositions, essays, and should then note that a historical primary source provides first-hand reports that include supporting paragraphs evidence or an eyewitness account of a real event and usually reflects organized in a logical sequence (e.g., spatial order, order of importance, the individual viewpoint or bias of the recorder. The class should then ascending/descending order, chronological list realistic journeys, such as those of the explorers, the Pilgrims, or order, parallel construction) (ELA-2-H1) Lewis and Clark, noting the primary sources that describe them. 16a. Develop complex compositions using writing Next, students will note biography and brief historical background for processes such as selecting topic and form (e.g., the author and the situation in the excerpt. After completing either oral determining a purpose and audience) (ELA-2- H3) or silent reading, students should work in small groups to create a 16b. Develop complex compositions using writing

ENGLISH IV  FIRST TERM  2011-2012 13 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 timeline of events in the text. processes such as prewriting (e.g., The teacher will then review the RAFT (view literacy strategy brainstorming, clustering, outlining, generating main idea/thesis statements) (ELA-2-H3) descriptions) writing process which helps students display 16c. Develop complex compositions using writing understanding and make new learning permanent. Students create a processes such as drafting composition that retells an event by taking on the voice of another (ELA-2-H3) participant in the situation besides the narrator. 16d. Develop complex compositions using writing processes such as conferencing with peers and teachers (ELA-2-H3)

16e. Develop complex compositions using writing This composition includes: processes such as revising for content and  Role (one who has observed the new settlers) structure based on feedback (ELA-2-H3)  16f. Develop complex compositions using writing Audience (his fellow observers) processes such as the following:  Format (a narration in the observer’s voice) proofreading/editing to improve conventions of  Topic (the situation described in the excerpt) language (ELA-2-H3) Students will remain in their small groups to create a RAFT composition 16g. Develop complex compositions using writing for the excerpt. As a role, groups might choose one of the Mayflower processes such as publishing using available technology (ELA-2-H3) sailors, one of the Native American observers, or one of the other 17a. Use the various modes to write complex settlers. They should use the timeline they have already made to compositions, including definition essay (ELA-2- recreate the situation in the text from the new character’s point of H4) view. The composition should reflect the diction, tone, and voice of the new speaker with chronologically organized support. As each group reads the composition aloud, the class should evaluate each for accuracy and logic based on the text. These compositions should be assessed with the RAFT Writing Assessment BLM.

LCC UNIT 1 Activity 10: The Embracing of Contraries GLE GLE/RESOURCES

Materials List: examples of possible contraries, a copy of Beowulf, 03b Draw conclusions and make inferences about student notebook, pen, Contraries Chart BLM, Literary Analysis Rubric ideas and information in complex texts in oral and written responses : drama/poetry BLM 06 Analyze and explain the significance of literary Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- forms, techniques, characteristics, and hscurriculum/ recurrent themes of major literary periods in HOLT Interactive Graphic Organizers @ ancient, American, British, or world literature http://my.hrw.com/nsmedia/intgos/html/igo.htm 09a. Demonstrate understanding of information in American, British, and world literature using a Holt Writing Models @ http://go.hrw.com/eolang/modbank/ variety of strategies, for example, interpreting HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ and evaluating presentation of events and Content Literacy Strategies Interactive information (ELA-7-H1) http://www.vrml.k12.la.us/cc/18str/18str.htm. 09c. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, making The teacher will direct students to keep a list of contraries (for example, inferences and drawing conclusions (ELA-7-H1) pagan versus Christian, good versus evil, monster versus hero, courage versus cowardice, and reality versus fantasy) inherent in England’s national epic, Beowulf. Students will trace these contraries as they read the epic and record them on the Contraries Chart BLM that utilizes split-page note taking (view literacy strategy descriptions). This process requires that students identify/note topics for study on the left; these topics have been identified for them on the handout. On the right side, students are to record quotations from the text that support the topic and their own interpretation and analysis of the selected quotes. Such work would be a precursor to a thesis for an analytical essay. ENGLISH IV  FIRST TERM  2011-2012 14 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 1 Activity 11: Early Literary Devices GLE GLE/RESOURCES

Materials List: background information on Anglo-Saxon literary devices, 03b Draw conclusions and make inferences about noted examples of devices, Beowulf, Anglo-Saxon Literary Devices BLM ideas and information in complex texts in oral and written responses, including: drama/poetry transparency, Literary Vocabulary Cards BLM, pen 07b. Analyze and synthesize in oral and written Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- responses distinctive elements (e.g., structure) hscurriculum/ of a variety of literary forms and types, HOLT Interactive Graphic Organizers @ including epic poetry such as Beowulf (ELA-6- http://my.hrw.com/nsmedia/intgos/html/igo.htm H3) 09a. Demonstrate understanding of information in Holt Writing Models @ http://go.hrw.com/eolang/modbank/ American, British, and world literature using a HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ variety of strategies, for example, interpreting Content Literacy Strategies Interactive and evaluating presentation of events and http://www.vrml.k12.la.us/cc/18str/18str.htm. information (ELA-7-H1) 09c. Demonstrate understanding of information in American, British, and world literature using a The teacher will facilitate a study of literary devices unique to Anglo- variety of strategies, for example, making Saxon literature: kenning, litotes, understatement, alliteration, and inferences and drawing conclusions (ELA-7-H1) caesura. 33b. Participate in group and panel discussions, including acting as facilitator, recorder, leader, listener, or mediator (ELA-4-H6) Teachers will use the Anglo-Saxon Literary Devices BLM to present 37c. Access information and conduct research using information to students and to solicit responses from students as various grade-appropriate data-gathering examples for the devices. strategies/tools, including using graphic organizers (e.g., outlining, charts, timelines, After the general introduction to the terms, teachers will have students webs) (ELA-5-H3) form collaborative groups to complete a literary vocabulary card (view literacy strategy descriptions) for each term. The teacher will distribute copies of the Literary Vocabulary Card BLM to each student (1 copy per device, unless the teacher wants students to create their own from the model).

Groups should then complete the following process for each literary device:

definition characteristics

literary textual example device unique example picture/drawing

Once students have completed the literary vocabulary cards, the teacher will facilitate a rotational group swap in which groups exchange their cards with those of other groups. As each group reviews the other groups’ work, students are to work collaboratively to:  review the cards for accuracy  note any inaccuracies on the backs of the card  record an additional example of the device on the backs of the cards

ENGLISH IV  FIRST TERM  2011-2012 15 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Finally, after all groups have exchanged and reviewed each set of cards, all cards should be returned to the original group. At this time, groups should review all comments made by other groups. Such collaboration should serve to reinforce knowledge of each literary term.

LCC UNIT 1 Activity 12: The Quest in Beowulf and Across the GLE GLE/RESOURCES Centuries Materials List: materials for research, examples of quests, paper, pen 06. Analyze and explain the significance of literary Beowulf Translation http://livebinders.com/play/play_or_edit? forms, techniques, characteristics, and recurrent themes of major literary periods in id=25224 ancient, American, British, or world literature (ELA-6-H2) In preparation for the study of the quest, the teacher will provide a 09c. Demonstrate understanding of information in research opportunity for students, either having students do individual American, British, and world literature using a research or directed study with materials brought to the class. The variety of strategies, for example, making inferences and drawing conclusions (ELA-7-H1) teacher will ask students to locate and record information pertaining to: 09e. Demonstrate understanding of information in  the definition of the term quest American, British, and world literature using a  a modern-day example of a quest, such as the Aboriginal variety of strategies, for example, comparing Walkabout or the quest for the summit of Mt. Hood and contrasting major periods, themes, styles, and trends within and across texts (ELA-7-H1) 09f. Demonstrate understanding of information in Once students have located various definitions of the term quest and a American, British, and world literature using a modern-day example, they should report their findings to the class. variety of strategies, for example, making Each student will complete a journal entry on this prompt: predictions and generalizations about ideas and  Why is the quest a timeless topic that recurs in literature? information (ELA-7-H1) 17a. Use the various modes to write complex  Why do some people actually embark on real-life quests? compositions, including definition essay (ELA-2-  What would your quest entail, and why? H4) 20a. Write for various purposes, including Students will discuss their journal responses with the class, and interpretations and explanations that connect life experiences to works of American, British, then answer these questions: What is the relationship between and world literature the quest in Beowulf and other famous quests (e.g., the search for (ELA-2-H6) the Holy Grail, for King Arthur’s round table, for gold in California, for a first place finish in The Amazing Race)? What is the value of studying such quests, both in history and in literature?

Finally, after students have studied the quest, the teacher will ask them to focus on their own quest. The discussion should move from secondary quests to more personal ones, such as searching for a purpose in life, seeking financial aid for college, or starting a new career. Ultimately, students should see the relevance of the search, both in their own lives and in the world around them.

Using the information from the discussions, students will develop and submit one of the following:  an essay that gives an extended definition of the quest, discusses the timelessness of the quest and its presence in all cultures, and provides examples as support  a creative essay that is the student’s own idea of what a

ENGLISH IV  FIRST TERM  2011-2012 16 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 quest should be and how it creates or transforms life’s meaning  a letter to a loved one explaining the call to embark on a quest and why it is impossible for some men or women not to respond (letter must be as well developed as an essay) a PowerPoint presentation that details a personal quest and is scripted to reveal the purpose of the quest, the details within the quest that fulfill the purpose, and the ultimate significance of the quest’s completion (presentation must include as much detail and development as an essay)

LCC UNIT 1 Activity 13: Beowulf: A Reflection of the Ideal GLE GLE/RESOURCES Anglo-Saxon Warrior Materials List: Beowulf, log of heroic traits from student notes, 05. Analyze and critique the impact of historical periods, diverse ethnic groups, and major large paper or construction paper, art supplies (e.g. markers, influences (e.g., philosophical, political, paint, rulers, etc.) religious, ethical, social) on American, British, or world literature in oral and written responses (ELA-6-H1) When students finish reading Beowulf, they will work in small 07b. Analyze and synthesize in oral and written groups to create a code of conduct of the ideal Anglo-Saxon responses distinctive elements (e.g., structure) warrior by doing the following: of a variety of literary forms and types, including epic poetry such as Beowulf (ELA-6-  skim the text and identify specific ideals listed on the H3) log of heroic traits identified in Activity 4, (e.g., the 09c. Demonstrate understanding of information in love of glory as a ruling motive in a noble Anglo-Saxon American, British, and world literature using a variety of strategies, for example, making warrior’s life, the heroic ideal) inferences and drawing conclusions (ELA-7-H1)  list the traits that give evidence of the ideals, along 13e. Analyze information within and across grade- with specific actions of Beowulf and the Anglo-Saxon appropriate print and non-print texts using various reasoning skills, including warriors in the poem (e.g., the statement in the poem skimming/scanning (ELA-7-H4) in which Beowulf says that, in essence, the motive for 30b. Use active listening strategies, including life is glory) selecting and organizing information (ELA-4-H4) Groups will create a display (visual representation) of their codes 37d. Access information and conduct research using various grade-appropriate data-gathering of conduct, prepare an oral report, and deliver it to the entire strategies/tools, including compiling and class. Finally, individual students should write/create and submit organizing information to support the central a brief personal code of conduct. In a class discussion, students ideas, concepts, and themes of a formal paper or presentation (ELA-5-H3) should share their code, explain their choices for such a code, and identify what such a code means in their own lives and in their futures.

LCC UNIT 1 Activity 14: The Elegiac Tradition GLE GLE/RESOURCES

Materials List: background information on the elegy, texts with 01a. Extend basic and technical vocabulary using a variety of strategies, including analysis of an examples of elegies, student notebook, pen author’s word choice (ELA-1-H1) 03b. Draw conclusions and make inferences about The teacher will facilitate a study of the elegiac tradition with a ideas and information in complex texts in oral and written responses, including drama/poetry brief lecture that defines the term elegy and discusses the life and (ELA-1-H3) times of the Anglo-Saxon people and the misery often faced in a 05. Analyze and critique the impact of historical

ENGLISH IV  FIRST TERM  2011-2012 17 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 warrior, seafaring world. The teacher will ask students to draw periods, diverse ethnic groups, and major influences (e.g., philosophical, political, conclusions about how it must have felt to be alive in this world, religious, ethical, social) on American, British, when so many forces against survival existed. The teacher will or world literature in oral and written lead students through the reading of one of the elegies (The responses (ELA-6-H1) 06. Analyze and explain the significance of literary Seafarer, The Wife’s Lament, The Wanderer, The Husband’s forms, techniques, characteristics, and Message, etc.) and allow time to pause, reflect, and question as recurrent themes of major literary periods in they study the work. The teacher will review the term tone, direct ancient, American, British, or world literature students to identify the tone(s) of the work read, and identify (ELA-6-H2) 09a. Demonstrate understanding of information in phrases and details from the work that set the tone. For a American, British, and world literature using a conclusion, students will write an analytical paragraph that variety of strategies, for example, interpreting discusses the elegiac tone, how it is conveyed, and what it says and evaluating presentation of events and information (ELA-7-H1) about the Anglo-Saxon culture.

TIME FRAME: Approximately 2 weeks LCC UNIT 2: The Medieval Period: England During the Age of Chivalry and Feudalism - This unit focuses on reading and responding to works of the medieval period in English literature. Application of a variety of reading and comprehension strategies will be required. The evolution of the English language and the relationship between Old, Middle, and modern English will be noted as students compare and contrast works. Genre study will lead to discussion and writing, which will result in analysis of literature, experience, grammar skill, and vocabulary. Ongoing activities include oral and written responses to a variety of prompts; grammar instruction differentiated for students’ specific needs; independent reading instruction and monitoring; definition of vocabulary words within the context of the literature; and appropriate use of the words in self-generated sentences. The essential goals of this unit are to read, comprehend, interpret, and analyze the literature of the medieval period. Students will recognize that England is evolving into a country during this time rather than functioning as tribal groups without a common unity. Students should also see that the literature is a reflection of the medieval people and their feudalistic world. Other critical goals are to express supported responses to the texts and to focus on analyzing the effects of the literary elements and devices, particularly characterization and humor. FOCUS: Travels: Now and Then; A Descriptive Profile; A Look at the World of the Middle Ages; The Middle Ages in Action: Viewing Becket; Chaucer’s Pilgrims: Slices of Medieval Society; Applying Cicero’s Attributes; The Good, the Bad, and the Ugly; Detailing a Tale; Telling Tales; A Tale review Chart; Knighthood, Chivalry, and Courtly Love; The Romance in Medieval Literature; Arthurian Legends; Medieval Ballads and the Music of Today: A Comparison HOLT Literature: Collection 2 pp. 111-268

Holt Elements of Literature correlation to the LA Comprehensive Curriculum Elements of Literature, Sixth Course © Skill/Literary Focus SE pages LCC GLEs 2007 – Collection 2 Activity # The Middle Ages 1066-1485 (Essay) Evaluate philosophical, political, 116-129 3 ethical, religious and social influences Lord Randall/Get Up and Bar the Door Characteristics of Ballads 130-134 6, 7c (Ballads) The Canterbury Tales: Snapshot of an N/A 135-139 5 Age (Essay) The Prologue to The Canterbury Tales Analyzing Style: Key Details/ Frame 140-166 5, 6, 7, 15 6, 9d, 18 (Narrative Poem) Story from The Pardoner’s Tale (Narrative Irony 167-176 8, 9 5 Poem) from The Wife of Bath’s Tale (Narrative Interpreting Character/ Narrator 177-190 8, 9, 15 5, 6 ENGLISH IV  FIRST TERM  2011-2012 18 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Poem) from The Day of Destiny (Romance Romance Hero 215-224 11, 12, 13, 1b, 6, Narrative) 16 19b, 21, 37c Reflecting on the Literary Period: 225-238 Edward, Edward (Ballad) Climax/ incremental repetition/tone/ 226-228 14 7c, 9d images, symbolism

LCC UNIT 2 Activity 1 Reading to Learn (Ongoing) GLEs: 01a, 03a, 03b, 03c, 04, 09a, 09c, 09f, 11, 12, 13a, 13b, 13c, 13d, 13e, 13f

LCC UNIT 2 Activity 2 Expanding Vocabulary (Ongoing) GLEs: 01a, 01b, 01c, 21, 24

The following is an example of a mini-lesson for vocabulary development appropriate for this unit: Chaucer writes for the common man while elevating the language to that usually reserved for the noble class. One of the notable distinctions in Chaucer’s language is his use of romance words of French and Gallic derivation. Some critics claim that the French influence came in two ways: the translation of many French works into English and in Chaucer’s “borrowing” of them for his own writings. From Chaucer’s borrowing, though, he often developed new and different English words with various roots and stems that combine both the English influence and the French. An interesting study for students is to have them note romance words such as the following as they study Chaucer:

List of words: tendre, chambres, aventure, seson, hostelrye, chivalrie, conseil, parfit, nones, manere

As the teacher introduces words such as the ones listed, s/he might ask students if any of the words seem familiar, either in pronunciation or in spelling. Generally, students are able to see that these words are much like ones today. This recognition will lead students to see that the development of language was not reserved simply for the Middle Ages; rather, new words are formed constantly, and language evolves continuously. Some ways that new words are developed include the following:  borrowing: using or adapting words from another culture  affixation: the use of prefixes and suffixes with various roots  coinage: the creation of new words  blending: words created by using elements from two different words

Students should see the evolution of language in Chaucer’s time, and then the teacher will provide the opportunity for students to see the evolution of language today by having students access a dictionary that identifies new words, such as Merriam Webster’s Online Dictionary, which can be found at: http://www.m-w.com/info/new_words.htm. *If accessible, the online Oxford English Dictionary is the most exhaustive source for such information; however, this site requires a subscription. The site address is: http://www.oed.com/. Teachers will direct students to locate five words that have been added to the English language, to trace their etymology, and to explain how these words entered the language. As a culminating activity, the teacher will have students create a visual of their new words for class display on a word wall, and then teachers will encourage students to add words to the word wall as they encounter them throughout the year. An interesting note would be to talk with students about their own language development and how common activities such as email, text messaging, and online chats are changing our language.

ENGLISH IV  FIRST TERM  2011-2012 19 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 LCC UNIT 2 Activity 3 Writing to Connect and to Understand GLEs: 05, 09a, 09c, 09d, 09f, 20a, 30b (Ongoing) LCC UNIT 2 Activity 4 Developing Grammar and Language Skills GLEs: 19a, 19b, 19c, 19d, 21, 22a, 22b, (Ongoing) 23d

LCC UNIT 2 Activity 5: Writing for College and Beyond Materials List: paper, pen, Internet access, writing textbooks, sample 14a. Develop complex compositions, essays, college and job applications, General Writing Rubric BLM and reports that include a clearly stated central idea/thesis statement (ELA-2-H1) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 14b. Develop complex compositions, essays, hscurriculum/ and reports that include a clear, overall HOLT Interactive Graphic Organizers @ structure (e.g., introduction, body, http://my.hrw.com/nsmedia/intgos/html/igo.htm appropriate conclusion) (ELA-2-H1) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 14c. Develop complex compositions, essays, and reports that include supporting HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ paragraphs organized in a logical sequence Content Literacy Strategies Interactive (e.g., spatial order, order of importance, http://www.vrml.k12.la.us/cc/18str/18str.htm. ascending/descending order, chronological order, parallel construction) In preparation for the future, students will use writing processes to create (ELA-2-H1) 15c. Develop complex compositions on a résumé and an autobiographical essay appropriate for a college or job student- or teacher-selected topics that application. The teacher will lead students to determine the purpose for are suited to an identified audience and their application as college or career and will differentiate guidance purpose and that include the following: according to students’ choice. Students will first develop goals and information/ideas selected to engage the interest of the reader (ELA-2-H2) objectives and will accumulate résumé data, including contact 16d. Develop complex compositions using information, education, experience, honors and activities, and references. writing processes such as conferencing Next, they will write the résumé. The teacher will direct students to with peers and teachers (ELA-2-H3) Purdue’s Online Writing Lab’s help guide for writing résumés at: 16g. Develop complex compositions using http://owl.english.purdue.edu/workshops/hypertext/ResumeW/. The writing processes such as publishing using available technology (ELA-2-H3) teacher should provide time in a computer lab, if possible, for the access 20b. Write for various purposes, including of the site and the development of the résumé. The student will publish functional documents (e.g., resumes, this résumé for assessment and for placement in the final application. memos, proposals) (ELA-2-H6) Teachers should develop a rubric for scoring or access the General Following is a list of resource links for Writing Rubric BLM, which is provided. teachers and students to use in this process: Upon students’ completion of the résumé, the teacher will lead students  The College Board: to write an essay appropriate for their specific purpose. If the student is http://www.collegeboard.com/stud completing a job application, the teacher will lead him/her to write an ent/apply/index.html autobiographic statement or profile essay; for the college application, the  U. C. Berkeley: teacher will lead the students to respond to a prompt from their selected http://students.berkeley.edu/apa/p college’s or university’s application or from the sample list below: ersonalstatement/index.htm  Evaluate a significant experience and its impact on you.  OWL at Purdue:  Describe a person who has had a significant influence on you and http://owl.english.purdue.edu/owl/ the person’s influence on you. resource/642/01/  When someone tells you to think outside of the box, how do you  The Common App: do it? Give an example and explain the situation and its impact on https://www.commonapp.org/Com you. monApp/default.aspx  Select a literary character that has changed your life in some way.  Writing the College Essay: Describe the character and explain his or her influence on you. http://www.unis.org/pdf/web/upd ate/college/essay.pdf ENGLISH IV  FIRST TERM  2011-2012 20 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 The teacher will lead all students through a writing process in the development of these essays. After peer and teacher conferencing to edit and revise, students will publish their essays, using available technology.

LCC UNIT 2 Activity 6: Travels: Now and Then GLE # GLE/RESOURCES Materials List: student journals, pen 15c. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and Prior to reading the prologue to The Canterbury Tales, students will purpose and that include the following: write a journal response to the following prompt: information/ideas selected to engage the interest of the reader (ELA-2-H2) You are about to depart on a month-long journey with a 16c. Develop complex compositions using group of strangers with whom you share a common belief in writing processes such as drafting the value of the experience. What is a destination to invite (ELA-2-H3) such a journey, personally and communally? What purpose would you and your group share? What feelings and worries do you have about the journey? What kinds of individuals in your group do you hope and dread to meet? What is your expected outcome?

After discussing their responses with the class, students will file their comments for referral after the reading of “The Prologue.”

LCC UNIT 2 Activity 7: A Descriptive Profile GLE # GLE/RESOURCES Materials List: paper, pen 15c. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and Students will write a descriptive profile of the perfect traveling purpose and that include the following: companion. They will use writing processes to develop the profile and information/ideas selected to engage the focus on extending the development of individual style by doing the interest of the reader (ELA-2-H2) following: 16a. Develop complex compositions using  avoiding overused words, clichés, and jargon writing processes such as the following: selecting topic and form (e.g., determining  using a variety of sentence structures and patterns a purpose and audience)  selecting diction that sets tone and mood 16b. Develop complex compositions using  choosing vocabulary and phrasing to reflect the character and writing processes such as the following: temperament or voice of the writer prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) The teacher will encourage students to develop distinctive characterizations by including a physical description that hints of the inner 16c. Develop complex compositions using person and specific details that reveal character through action, thought, writing processes such as drafting (ELA-2-H3) or deed. Mannerisms, body language, tones, and physical, mental, or 16d. Develop complex compositions using emotional quirks are all fair game for consideration. The ultimate goal is writing processes such as conferencing to present a character that both outwardly and inwardly reveals himself with peers and teachers (ELA-2-H3) as a person easily judged through a close perusal of the written profile. 16e. Develop complex compositions using Students will participate in peer-editing conferences that focus on writing processes such as revising for content and structure based on feedback assessing the use of the required stylistic techniques. Students will revise (ELA-2-H3) and publish their profiles using available technology, such as a word- 16f. Develop complex compositions using processing program. writing processes such as the following: proofreading/editing to improve conventions of language (ELA-2-H3) 16g. Develop complex compositions using ENGLISH IV  FIRST TERM  2011-2012 21 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 writing processes such as the following: publishing using available technology (ELA- 2-H3) 18. Develop writing/compositions using a variety of complex literary and rhetorical devices (ELA-2-H5) 19a. Extend development of individual writing style to include avoidance of overused words, clichés, and jargon (ELA-2-H5) 19b. Extend development of individual writing style to include a variety of sentence structures and patterns (ELA-2-H5) 19c. Extend development of individual writing style to include diction that sets tone and mood (ELA-2-H5) 19d. Extend development of individual writing style to include vocabulary and phrasing that reflect the character and temperament (voice) of the writer (ELA-2- H5)

LCC UNIT 2 Activity 8: A Look at the World of the Middle Ages GLE GLE/RESOURCES # Materials List: list of research topics, print and non-print resources for 04. Evaluate ways in which the main idea, research, paper, pen, Middle Ages Project Rubric BLM, Middle Ages rationale or thesis, and information in complex texts, including consumer, Presentation Rubric BLM workplace, public, and historical Access BLMs @ http://secondaryela.jppss.k12.la.us/secondaryela- documents, represent a view or comment hscurriculum/ on life (ELA-1-H4) 05. Analyze and critique the impact of historical The teacher will facilitate an introduction to the Middle Ages by directing periods, diverse ethnic groups, and major students to write a response to a prompt such as: Select one topic about influences (e.g., philosophical, political, religious, ethical, social) on American, the world of the Middle Ages for research, compile a list of interesting British, or world literature in oral and facts, record all bibliographic information for each source used, and written responses (ELA-6-H1) report to class on the topic in an interesting manner. 09a. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, Student Prompt: interpreting and evaluating presentation of Imagine that you are about to join Geoffrey Chaucer on a events and information (ELA-7-H1) pilgrimage to Canterbury. To prepare you for the trip, you are to 09c. Demonstrate understanding of information research a topic related to Chaucer’s world. Each of you has one in American, British, and world literature topic that, in some way, shapes the world of the Middle Ages. using a variety of strategies, for example, Some of your topics are historical; others are religious and making inferences and drawing conclusions societal. A study of all the topics will provide you with knowledge (ELA-7-H1) of England in the Middle Ages. You will have a chance to see how 29a. Deliver presentations that include language, the historical documents and records comment on life as it was diction, and syntax selected to suit a in the Middle Ages. Also, you will have a chance to review and purpose and impact an audience (ELA-4-H3) practice your research skills. Good luck, my fellow travelers. May 34a. Select and critique relevant information for your quest be blessed with both information and insight. a research project using the organizational features of a variety of resources, including print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references) (ELA-5-H1) Teachers will direct students to select ONE topic from a list 34b. Select and critique relevant information for that may include the following: a research project using the organizational features of a variety of resources, including Medieval Ballads The Corruption of the Catholic electronic texts (e.g., database keyword The Norman Conquest Church searches, search engines, e-mail addresses) (ELA-5-H1)

ENGLISH IV  FIRST TERM  2011-2012 22 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 The Archbishop of Peasants’ Revolt of 1381 Access information and conduct research Canterbury Rights of Women in the using various grade-appropriate data- The Power of the Pope Middle Ages gathering strategies/tools, including The Four Humors Feudalism compiling and organizing information to The Major Themes of the Chivalry 37d. support the central ideas, concepts, and Arthurian Legend The Vows of the Monastery themes of a formal paper or presentation Canterbury Cathedral The Black Plague (ELA-5-H3) Thomas à Becket The 100 Years War 39c. Use word processing and/or technology to Henry II, IV The Birth of the Middle Class draft, revise, and publish various works, Richard II The Crusades including research reports on high-interest Medicine in the Middle and literary topics (ELA-5-H4) Ages

In this task, student research of an individual topic should include the following . use of organizational features in print and electronic texts to locate information . use of standards set by the teacher (MLA format, minimum of four sources used, etc.) . inferences and conclusions based on research findings . a compiled list of facts pertinent to the study of the Middle Ages . a visual and a presentation from the list of facts

Student presentations should be brief and concise reviews of the topic. Individual class members will record the information for further reference by using split-page notetaking (view literacy strategy descriptions). This strategy requires that students summarize the main points of their peers’ presentations on the right side and on the left record the topic being discussed, questions to be asked, and ideas being considered.

Gothic Qualities: light and unity of design; Architecture characteristics; pointed arches, ribbed vaults, buttresses; often use stained glass windows and gargoyles; two notable structures: Canterbury Cathedral and Notre Dame The Black Also called the bubonic plague; 25-50% of Plague Europe fell victim to this pestilence; spread by fleas from infected rats; caused a labor shortage which ultimately led to the end of feudalism Thomas à A Norman who rose to great power under Becket his friend King Henry II; was first chancellor then archbishop of Canterbury; Henry planned to use his friendship with Thomas to gain strength over the Church; however, Thomas often sided with the Pope, which led to his “accidental death by Henry’s knights; became a saint

*What impact *Setback for the monarchy which ultimately does this leads, in part, to the corruption of the have on the Catholic Church (Chaucer writes of this in his Medieval Canterbury Tales) Church and

ENGLISH IV  FIRST TERM  2011-2012 23 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Chaucer?

The teacher will assess the research projects using the Middle Ages Project Rubric BLM and the presentations using the Middle Ages Presentation Rubric BLM. These presentations will serve as the foundation for the teacher introduction to the Middle Ages and Geoffrey Chaucer’s Canterbury Tales.

LCC UNIT 2 Activity 9: The Middle Ages in Action: Viewing Becket GLE # GLE/RESOURCES

Materials List: 1964 film Becket, paper, pen 03d. Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, The teacher should introduce this film by reinforcing information learned including film/visual texts (ELA-1-H3) in research and presentations. Then, s/he should direct students to record 32d. Give oral and written analyses of media notes and points of interest as they view the 1964 film Becket (directed by information, including critiquing Peter Glenville and starring both Richard Burton and Peter O’Toole). This strategies (e.g., advertisements, source will give students a feel for the political and religious turmoil of the propaganda techniques, visual representations, special effects) used by Middle Ages, particularly that of the struggle between King Henry II and the media to inform, persuade, Thomas à Becket. After viewing the film, students will write either a film entertain, and transmit culture (ELA-4- review or a film critique in which they apply analytical skills to a media H5) presentation. Students will present their interpretations of the film in a Note: Becket was remastered in 2004 and is whole-class discussion, which will serve as an introduction into the study readily available in DVD format. However, if of Chaucer’s Canterbury Tales. resources do not permit the acquisition of *If time and resources permit, the teacher may have students read the the film, the teacher will access Fordham play on which this movie is based, Jean Anouilh’s Becket. While rather University's list of medieval movies lengthy for a play (144 pages), the selection offers a straightforward available at: approach to the conflict between these two best friends. http://www.fordham.edu/halsall/medfilms. html

LCC UNIT 2 Activity 10: Medieval Ballads and the Music of Today: GLE GLE/RESOURCES A Comparison # Materials List: background information on the ballad, various medieval 07c. Analyze and synthesize in oral and written ballads for reading, paper, and pen responses distinctive elements (e.g., structure) of a variety of literary forms and types, including forms of lyric and narrative Before studying the more complex literature of this period, the teacher poetry such as the ballad, sonnets, will introduce the medieval ballad. After reading several medieval ballads, pastorals, elegies, and the dramatic students will generate a list of common characteristics they see among monologue (ELA-6-H3) the ballads and compare this list to a teacher-provided or textbook list of 09a. Demonstrate understanding of information in American, British, and world literature characteristics. Next, students will compare selected medieval ballads to using a variety of strategies, for example, present-day popular and country music, recording notes in a journal, and interpreting and evaluating presentation of then using their notes for class discussion. In discussion, students will events and information (ELA-7-H1) draw conclusions, based upon evidence in both the ballads and the 09c. Demonstrate understanding of information present-day songs, about the ballad genre, its characteristics and themes, in American, British, and world literature using a variety of strategies, for example, as well as its continuing significance. Hopefully, students will come to see making inferences and drawing conclusions the lasting value of depicting experiences as stories set to rhyme. (ELA-7-H1) 09d. Demonstrate understanding of information in American, British, and world literature

ENGLISH IV  FIRST TERM  2011-2012 24 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 using a variety of strategies, for example, evaluating the author’s use of complex literary elements (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1) 09e. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, comparing and contrasting major periods, themes, styles, and trends within and across texts (ELA-7-H1) 27d. Listen to detailed oral instructions and presentations and carry out complex procedures, including taking accurate, detailed notes (ELA-4-H2)

LCC UNIT 2 Activity 11 Chaucer’s Pilgrims: Slices of Medieval GLE GLE/RESOURCES Society/ Applying Cicero’s Attributes # Materials List: background information on Geoffrey Chaucer and The 06. Analyze and explain the significance of Canterbury Tales, audio version of the introduction to “The Prologue,” literary forms, techniques, characteristics, and recurrent themes of major literary paper, pen, Cicero’s Attributes BLM, Peer Attribute BLM periods in ancient, American, British, or Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- world literature (ELA-6-H2) hscurriculum/ 07c. Analyze and synthesize in oral and written HOLT Interactive Graphic Organizers @ responses distinctive elements (e.g., http://my.hrw.com/nsmedia/intgos/html/igo.htm structure) of a variety of literary forms and types, including forms of lyric and narrative Holt Writing Models @ http://go.hrw.com/eolang/modbank/ poetry such as the ballad, sonnets, HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ pastorals, elegies, and the dramatic Content Literacy Strategies Interactive monologue (ELA-6-H3) http://www.vrml.k12.la.us/cc/18str/18str.htm. 09a. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, The teacher will provide background information on Geoffrey Chaucer interpreting and evaluating presentation of and the world in which he lived by building upon information gained in events and information (ELA-7-H1) the research presentations and in the viewing of the film Becket. Teachers 09c. Demonstrate understanding of information will make sure to note the various facets of medieval society as they will in American, British, and world literature using a variety of strategies, for example, pertain to the study of Chaucer’s works. making inferences and drawing conclusions (ELA-7-H1) The teacher will then provide an introduction to the prologue of The 09d. Demonstrate understanding of information Canterbury Tales by explaining the frame-tale format, and then reading in American, British, and world literature aloud the first forty-two lines of the narrative. Teachers may access an using a variety of strategies, for example, evaluating the author’s use of complex audio version of these lines in Middle English so students can understand literary elements (e.g., symbolism, themes, the change in language and its pronunciation. characterization, ideas) (ELA-7-H1) 18. Develop writing/compositions using a After assessing student understanding of Chaucer’s introduction and the variety of complex literary and rhetorical purpose of this pilgrimage, the teacher will move to Chaucer’s devices (ELA-2-H5) 18. Develop writing/compositions using a characterization of those along for the journey: the pilgrims. The teacher variety of complex literary and rhetorical will remind students of the structure of medieval society (the mix of the devices (ELA-2-H5) feudal system and the estate system) and will model the characterization 20a. Write for various purposes, including of the first pilgrim, the Knight, to expose the techniques Chaucer employs. interpretations/explanations that connect life experiences to works of American, Teachers may first ask students to note such distinctions as profession, British, and world literature (ELA-2-H6) physical appearance, dress, personality, and morals.

To examine further Chaucer’s methods of characterization, the teacher will introduce students to Cicero’s “Attributes of Persons” and have students apply them to the pilgrims in “The Prologue.” Students will come ENGLISH IV  FIRST TERM  2011-2012 25 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 to understand that Cicero was a Roman statesman, orator, and philosopher who developed the eleven attributes to define and describe people and their personality traits. Chaucer, a reader of Cicero, might have used these attributes himself; certainly, the structure of his rhetoric implies it. The teacher will use the Cicero’s Attributes BLM to project information for the students at the beginning of this activity. This blackline master is a graphic organizer (view literacy strategy descriptions) that labels and identifies each attribute in a table format. The teacher will distribute a copy of this graphic organizer to students so they can record the information from the class discussion and have a model to follow in their own close reading.

The teacher will explain Cicero’s attributes by giving the definition of each attribute and a model from the text; for example, students will work through an entire pilgrim (continuation of examination of the Knight) with the class to ensure the understanding of the material. Then, students will work in pairs and select one of the longer character sketches in the prologue, analyze it for the attributes, create a visual representation of the character, and prepare a presentation of their work. Individually, students will compose a unified character sketch of their pilgrim. As an extension activity, students will develop a peer character sketch based on Cicero’s attributes. Students will use the Peer Attribute BLM to gather information about a classmate in an interview. With accumulated data, they will write a character sketch in the style of Chaucer, including all eleven attributes, eight or more rhymed couplets, and humor (irony, but no sarcasm).

LCC UNIT 2 Activity 12: Chaucer’s Tales GLE # GLE/RESOURCES Materials List: background information on literary tales and Chaucer’s 06. Analyze and explain the significance of Canterbury Tales, student journals, pen literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or The teacher will provide an overview of Chaucer’s tales, their types, and world literature (ELA-6-H2) their themes. Then, the class will read one of the most frequently read 09a. Demonstrate understanding of information tales (e.g., “The Pardoner’s Tale”). To aid in student understanding of in American, British, and world literature Chaucer, the teacher will utilize reciprocal teaching (view literacy strategy using a variety of strategies, for example, interpreting and evaluating presentation of descriptions), a strategy in which students use four categories of events and information (ELA-7-H1) comprehension processes: summarization, questioning, clarifying, and 09c. Demonstrate understanding of information prediction to help or teach each other to understand text. Prior to reading in American, British, and world literature the tale, the teacher or the class should identify specific places in the text using a variety of strategies, for example, where students, in groups of four, should stop and have their reciprocal making inferences and drawing conclusions (ELA-7-H1) teaching conversation. In this conversation, students will work through all 09d. Demonstrate understanding of information categories; for each turn to talk, the students will move to a different in American, British, and world literature category, so each student will have practice with all four components. using a variety of strategies, for example, evaluating the author’s use of complex literary elements (e.g., symbolism, themes, Following the reciprocal teaching activity, the teacher will direct students characterization, ideas) (ELA-7-H1) to analyze the tale by answering evaluative and reasoning questions such 09e. Demonstrate understanding of information as the following: in American, British, and world literature  What type (genre) is the tale? using a variety of strategies, for example,  comparing and contrasting major periods, How would the pilgrims react to this tale? themes, styles, and trends within and  Why does the pilgrim tell the particular tale he tells? across texts (ELA-7-H1)

ENGLISH IV  FIRST TERM  2011-2012 26 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012  How does the match between teller and tale make Chaucer’s 09f. Demonstrate understanding of information accomplishment more significant? in American, British, and world literature using a variety of strategies, for example,  What is the most distinguishing literary (or other) trait in this making predictions and generalizations tale? about ideas and information (ELA-7-H1)  What is the moral of the tale?

After a class discussion of the answers, students will write journal entries that respond to questions of personal relevance, such as the following:  What was the predominant emotion this story evoked in you?  What details from the story created this feeling?  What might this feeling prompt you to do differently in life?

LCC UNIT 2 Activity 13: Chaucer’s Morals: A Morsel for Everyone GLE # GLE/RESOURCES Materials List: Chaucer’s Tales BLM, paper, pen, research materials, 05. Analyze and critique the impact of historical periods, diverse ethnic groups, and major copies of selected tales for study influences (e.g., philosophical, political, Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- religious, ethical, social) on American, hscurriculum/ British, or world literature in oral and HOLT Interactive Graphic Organizers @ written responses (ELA-6-H1) http://my.hrw.com/nsmedia/intgos/html/igo.htm 09a. Demonstrate understanding of information in American, British, and world literature Holt Writing Models @ http://go.hrw.com/eolang/modbank/ using a variety of strategies, for example, HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ interpreting and evaluating presentation of Content Literacy Strategies Interactive events and information (ELA-7-H1) http://www.vrml.k12.la.us/cc/18str/18str.htm. 09c. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, Working in pairs or threes, students will select another of Chaucer’s making inferences and drawing conclusions tales to read and analyze from a list such as the following: (ELA-7-H1) 09d. Demonstrate understanding of information  The Pardoner’s Tale (if not used in model lesson) in American, British, and world literature  The Nun’s Priest Tale using a variety of strategies, for example,  The Knight’s Tale evaluating the author’s use of complex literary elements (e.g., symbolism, themes,  The Wife of Bath’s Tale characterization, ideas) (ELA-7-H1)  The Franklin’s Tale 27a. Listen to detailed oral instructions and  The Summoner’s Tale presentations and carry out complex procedures, including reading and  The Miller’s Tale questioning (ELA-4-H2) 29a. Deliver presentations that include language, diction, and syntax selected to suit a The teacher will lead students (in groups) through the following purpose and impact an audience (ELA-4-H3) process in studying their selected tales: 30a. Use active-listening strategies, including Read and annotate the selected tale. monitoring messages for clarity (ELA-4-H4) Meet with group to discuss the tale, ensure comprehension, make 30b. Use active-listening strategies, including selecting and organizing information (ELA- note of the particular type of tale and its characteristics, and 4-H4) analyze particular elements for study. *Groups may choose to share 35a. Locate, analyze, and synthesize information in a reciprocal teaching (view literacy strategy descriptions) from a variety of complex resources, including multiple print texts (e.g., conversation as modeled in Activity 11. encyclopedias, atlases, library catalogs,  Retell the story for the class. specialized dictionaries, almanacs, technical  After each group retells a tale, the class will complete the encyclopedias, periodicals) (ELA-5-H2) 35b. Locate, analyze, and synthesize information Chaucer’s Tales BLM (graphic organizer) that identifies from a variety of complex resources, primary characters, summarizes the key points of the action, including electronic sources (e.g., Web sites, databases) (ELA-5-H2) ENGLISH IV  FIRST TERM  2011-2012 27 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 identifies the type of tale, and analyzes its moral or 37c. Access information and conduct research using various grade-appropriate data- message. gathering strategies/tools, including using  Research a critical article on the tale. graphic organizers (e.g., outlining, charts,  Summarize the article and include bibliographic information. timelines, webs) (ELA-5-H3) 38d. Write extended research reports (e.g.,  Reconvene with group and apply research to analysis. historical investigations, reports about high  Offer insight from research and analysis in class discussion. interest and library subjects) which include  Give relationship between the teller of the tale and the tale complete documentation (e.g. endnotes or parenthetical citations, works cited lists or itself. bibliographies) consistent with specified  Compose and publish multi-paragraph documented analysis style guide (ELA-5-H3) of the tale. This step will involve writing a multi-paragraph literary analysis that includes documented critical information from the research.

LCC UNIT 2 Activity 14: Knighthood, Chivalry, and Courtly Love/ GLE GLE/RESOURCES Arthurian Legends # Materials List: background information on the Arthurian legend, copies of 03a. Draw conclusions and make inferences excerpts from Thomas Malory’s Le Morte d’Arthur, paper, pen, art about ideas and information in complex texts in oral and written responses, materials including fiction/nonfiction (ELA-1-H3) 03d. Draw conclusions and make inferences Students will research and define words associated with knighthood; for about ideas and information in complex example, chivalry, feudalism, courtly love, the Crusades, Charlemagne, texts in oral and written responses, The Arthurian Legend, truth, and gentilesse. The class will discuss this including film/visual texts (ELA-1-H3) 05. Analyze and critique the impact of historical question: Do concepts, such as chivalry and courtly love as portrayed in periods, diverse ethnic groups, and major the legends of King Arthur and Camelot, still exist? Students will draft a influences (e.g., philosophical, political, list of ideas in response to these questions: How do you “see” this topic? religious, ethical, social) on American, How might we do the same? Finally, students will make this time period British, or world literature in oral and “come to life” by selecting one idea learned through the research and written responses (ELA-6-H1) 06. Analyze and explain the significance of creating a prop, a chart, a picture, or a symbol that represents the literary forms, techniques, characteristics, concept. and recurrent themes of major literary periods in ancient, American, British, or The teacher will then lead students as they read an excerpt from an world literature (ELA-6-H2) 15d. Develop complex compositions on student- exemplary Arthurian piece: Thomas Malory’s Le Morte d’Arthur. Students or teacher-selected topics that are suited to will identify and list the main story elements, such as the hero, character, an identified audience and purpose and setting, theme, symbol, and motif. The teacher will direct a discussion of that include clear voice (individual the similarities and differences between King Arthur and his legends and personality) (ELA-2-H2) Beowulf and his legendary fame. Students will view film clips from films 16c. Develop complex compositions using writing processes such as drafting (e.g., Excalibur) that chronicle legendary figures. Students will write a 16d. Develop complex compositions using brief analytical response about an element of Malory’s work. writing processes such as conferencing with peers and teachers (ELA-2-H3) 16e. Develop complex compositions using writing processes such as revising for content and structure based on feedback

LCC UNIT 2 Activity 15: The Romance in Medieval Literature GLE # GLE/RESOURCES Materials List: background information on the literary romance, copies of 06. Analyze and explain the significance of selected romance for study, paper, pen, Romance Analysis Rubric BLM literary forms, techniques, characteristics, and recurrent themes of major literary ENGLISH IV  FIRST TERM  2011-2012 28 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- periods in ancient, American, British, or hscurriculum/ world literature (ELA-6-H2) 07c. Analyze and synthesize in oral and written HOLT Interactive Graphic Organizers @ responses distinctive elements (e.g., http://my.hrw.com/nsmedia/intgos/html/igo.htm structure) of a variety of literary forms and Holt Writing Models @ http://go.hrw.com/eolang/modbank/ types, including forms of lyric and narrative HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ poetry such as the ballad, sonnets, Content Literacy Strategies Interactive pastorals, elegies, and the dramatic monologue (ELA-6-H3) http://www.vrml.k12.la.us/cc/18str/18str.htm. 09e. Demonstrate understanding of information in American, British, and world literature The teacher will provide information about the characteristics of the using a variety of strategies, for example, literary romance. Students will use the background knowledge about comparing and contrasting major periods, knighthood in the Middle Ages as they read a selected Arthurian romance themes, styles, and trends within and across texts (ELA-7-H1) (or the Breton lais) such as The Wife of Bath’s Tale, Sir Gawain and the Green Knight, Le Morte d’Arthur, Idylls of the King, Lanval, or Brut. Students will analyze and discuss the selected romance in terms of its characteristics, theme, and points of contrast with earlier literature of Britain.

After students have an understanding of the literary romance, the teacher will lead them to make connections with a modern romance, either through discussion, viewing a film, or reading cuts from various selections. The teacher will lead students through an SQPL (view literacy strategy descriptions) activity for this process. This strategy is designed to gain and hold students’ interest in the material by having them ask and answer their own questions. For this activity, the teacher will post the following statement on the board: The literary romance never really changes. Students will pair up and generate two questions, based on the statement, they would like answered. Pairs will present their questions to the class, and the teacher will record the questions for the class, noting particularly those that repeat. All students should record all questions for response as they cover their material. If needed, the teacher will add other questions to the list, and then the teacher will direct pairs to their selections for further study. (Teachers should make assignments from the list below or allow pairs to generate ideas.) Pairs will view their selected films or read their selections; as they view or read, they will attempt to answer those questions that were generated by the class. Pairs will report to the class and share how their particular modern romance answered the class questions. From this point, the teacher should record any information that seems repetitive and close the discussion with students’ appreciation of the modern romance. The resulting activity should lead students to see the lasting value of the adventure story known as the “romance.” Suggestions for connections:  The Lord of the Rings by J. R. R. Tolkien  Star Wars by George Lucas  Harry Potter by J. K. Rowling  The Princess Bride by William Goldman  The Once and Future King by T. H. White  Possession by A. S. Byatt

TIME FRAME: Approximately 2.5 weeks ENGLISH IV  FIRST TERM  2011-2012 29 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 LCC UNIT 3: The Elizabethan Period: The Renaissance Comes to England- This unit focuses on applying reading strategies and on responding to literature of the Elizabethan Period, specifically the drama, sonnet, prose, and lyrical poetry by the great writers of the period. Changes that occurred in the language after the Medieval Period and the link between the literature and the historical context will be studied. Also, the unit will examine literary elements and devices and explain their significance. Higher-order thinking and written responses that interpret and analyze the literature and explain its relationship to real-life experiences are integral to this unit. Vocabulary will be defined within the context of the literature. Grammar skill development will continue within the context of literature study and composition. The essential goals of this unit are to read, comprehend, interpret, and analyze the literature of the Elizabethan Period, recognizing that literature and authors flourished during this period, creating some of the most memorable works ever written. Students should also see that the literature is a reflection of an England at a peak of power and prosperity. Other critical goals are to express supported responses to the texts and to focus on the effects of the literary elements and devices, particularly those related to the drama.

HOLT Literature: Collection 3 FOCUS: Print and Electronic Search for the “Glory That Was Elizabethan England;” Elizabethan Age Presentation; An Experience at the Theater; Analyzing a Tragedy and its Tragic Hero; Analyzing a Tragedy and its Tragic Hero; Creating a Life Metaphor; Analysis of Relationship; Talk Show Topic: Who Was the Alpha Macbeth?; Macbeth: A Look at Paradox; Researching Within and Beyond the Play; Sonnets: The Elizabethan Love Poems; Elizabethan Prose Writers

Holt Elements of Literature Correlation to the LA Comprehensive Curriculum Elements of Literature, Sixth Course Skill/Literary Focus SE pages LCC GLEs © 2007 – Collection 3 Activity # The Renaissance 1495-1660 (Essay) Evaluate philosophical, 274-292 1, 2 political, ethical, religious and social influences Shakespeare’s Sonnets: The Mysteries of Shakespearean Sonnet 311-321 10 7c, 18 Love Famous Shakespearean Speeches Monologue and Soliloquy 328-335 5 6, 9d, 11, 29b Meditation 17 (Prose) Tone 343-347 11, 14 4, 13c, 39b Comparing Points of View: Drawing Inferences/ Analyzing 359-371 11 1c, 3c, 3e, Of Studies (Essay) Arguments/ Parallelism 4, 5, 7a, 9a, Tillbury Speech 9b, 9c, 9e, From Female Orations (Debate) 11, 12, 13c, 13f, 39b The Renaissance Theater N/A 426-434 3 The Tragedy of Macbeth Tragedy/ Blank verse 435-528 4, 6, 7, 3b, 7d, 39b 8, 9

LCC UNIT 3 Activity 1 Ongoing Independent Reading GLEs: 03a, 07e, 09a LCC UNIT 3 Activity 2 Ongoing Vocabulary Study GLEs: 01a, 01b, 01c, 21, 23d, 24 LCC UNIT 3 Activity 3 Ongoing Writing Prompts to GLEs: 05, 09a, 09c, 09d, 09f, 20a, 30b ENGLISH IV  FIRST TERM  2011-2012 30 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Make Real-Life Connections and to Assess Understanding LCC UNIT 3 Activity 4 Ongoing Grammar Study GLEs: 21, 22a, 22b, 23d

Mini-lesson examples should cover areas of weakness identified from reviewing ACT/SAT assessments, from student writing, and from teacher-created models for literary and research writing. Mini-lessons should be ongoing and skill-specific. Mini-Lesson Idea: To prepare for Activity 5, the teacher will review MLA format and the correct punctuation for bibliographic entries and parenthetical citations. The teacher will provide students with the MLA Style Guide BLM for quick reference when they need it throughout the year (or direct students to such sites as the following: http://www.docstyles.com/mlaquick.htm).

LCC UNIT 3 Activity 5: Stepping into the Renaissance: Researching GLE GLE/RESOURCES the Culture of the Elizabethan Age Materials List: print and nonprint resources for student research, 10a. Identify, gather, and evaluate appropriate Stepping into the Renaissance BLM, Renaissance Presentation Rubric sources and relevant information to solve problems using multiple sources, including BLM, Anatomy of the World BLM school library catalogs (ELA-7-H2) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 10b. Identify, gather, and evaluate appropriate hscurriculum/ sources and relevant information to solve HOLT Interactive Graphic Organizers @ problems using multiple sources, including http://my.hrw.com/nsmedia/intgos/html/igo.htm online databases (ELA-7-H2) 10c. Identify, gather, and evaluate appropriate Holt Writing Models @ http://go.hrw.com/eolang/modbank/ sources and relevant information to solve HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ problems using multiple sources, including Content Literacy Strategies Interactive electronic resources (ELA-7-H2) http://www.vrml.k12.la.us/cc/18str/18str.htm. 10d. Identify, gather, and evaluate appropriate To aid in “creating” the mood for the study of the Renaissance, the sources and relevant information to solve problems using multiple sources, including teacher will provide an introduction to facts and trends of the Elizabethan Internet-based resources (ELA-7-H2) Period. The teacher will distribute a copy of the Stepping into the 34b. Select and critique relevant information for a Renaissance BLM for each student (or some variation of it, dependent research project using the organizational upon teacher choice), and then lead students through the following features of a variety of resources, including electronic texts (e.g., database keyword process for an individual research project: searches, search engines, e-mail addresses) 1. Explain to students that they will research a topic in both a broad (ELA-5-H1) and a narrow sense, and then will share the information gained 35a. Locate, analyze, and synthesize information from that research with the class. The teacher will provide an from a variety of complex resources, example, such as Art in the Renaissance narrowed to: Raphael’s including multiple print texts (e.g., encyclopedias, atlases, library catalogs, Later Works: Indications of Influence of the High Renaissance. The specialized dictionaries, almanacs, technical teacher should lead students to see that they are doing a project encyclopedias, and periodicals (ELA-5-H2) that is two-fold; they are to come to understand the broad topic, 35b. Locate, analyze, and synthesize information but, then, very quickly to narrow it to one focal topic. The teacher from a variety of complex resources, should explain the following requirements to students: including electronic sources (e.g., Web sites or databases) (ELA-5-H2)  Research topic in a minimum of two sources. 37a. Access information and conduct research  Write a three-page informative essay on research findings, using various grade-appropriate data- that includes an introduction, a summary of the broad topic, Gathering strategies/tools, including an explanation of the narrowed topic, and the value of this formulating clear research questions (ELA-5- H3) narrowed topic to the world of the Renaissance and to the 37d. Access information and conduct research world of today. Essays will be complete with parenthetical using various grade-appropriate data- gathering strategies/tools, including ENGLISH IV  FIRST TERM  2011-2012 31 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 citations and a works-cited page. compiling and organizing information to  Present your narrowed findings to the class in a support the central ideas, concepts, and themes of a formal paper or presentation demonstrative, rather than an oral, manner. For example, you (ELA-5-H3) should demonstrate your topic rather than merely talking 39c. Use word processing and/or technology to about it. Show more than you tell. draft, revise, and publish various works, 2. Provide time for student selection of a broad cultural topic for the including research reports on high-interest Renaissance: music, art, fashion, food. and literary topics (ELA-5-H4) 3. Have students brainstorm what they already know about the topic and, then, formulate research questions based upon what they need to learn. 4. Direct students to the library and to options for resources they might use. 5. Instruct students on proper MLA format for parenthetical citations and a works-cited page; the teacher may refer students to the MLA Style Guide BLM in Activity 4. 6. Provide instructions for student presentations on a constant cycle through the study of the literature of the Renaissance, dependent upon class size. (The teacher needs to provide for varied instruction each day and should create a rotating schedule and assign students to days based upon their selected topics.). Teachers may choose to have these presentations occur at the beginning of class or throughout the class. 7. All presentations should be graded using the Renaissance Presentation Rubric BLM. Students should be encouraged to maintain a running list of the presentations given by their classmates for reference throughout the study of the literature of this period.

LCC UNIT 3 Activity 6: Shakespearean Tragedy and its Tragic Hero GLE GLE/RESOURCES # Materials List: Macbeth (or other selected Shakespearean tragedy), 03b. Draw conclusions and make inferences about teacher background notes on Elizabethan theater and Shakespearean ideas and information in complex texts in oral and written responses, including tragedy, Literary Analysis Rubric BLM (see Unit 1, Activity 10), paper, pen drama/poetry (ELA-1-H3) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 07d. Analyze and synthesize in oral and written hscurriculum/ responses distinctive elements (e.g., HOLT Interactive Graphic Organizers @ structure) of a variety of literary forms and http://my.hrw.com/nsmedia/intgos/html/igo.htm types, including drama, including ancient, Renaissance, and modern comedies and Holt Writing Models @ http://go.hrw.com/eolang/modbank/ tragedies (ELA-6-H3) HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ 09a. Demonstrate understanding of information Content Literacy Strategies Interactive in American, British, and world literature http://www.vrml.k12.la.us/cc/18str/18str.htm. using a variety of strategies, for example, interpreting and evaluating presentation of events and information (ELA-7-H1) The teacher will lead students through an introduction to the theater of 09d. Demonstrate understanding of information the Elizabethan age, building upon knowledge gained from previous in American, British, and world literature years. After the introduction to Shakespearean theater, the teacher will using a variety of strategies, for example, provide students with the guidelines for their maintenance of a reader’s evaluating the author’s use of complex literary elements (e.g., symbolism, themes, response journal as they read a Shakespearean play (e.g., Macbeth, characterization, ideas) (ELA-7-H1) Hamlet, Othello, etc.). Students will analyze the play in terms of how it fits the definition of Shakespearean tragedy, focusing on tracing the development of the tragic hero and his tragic flaw.

Before asking students to write accurate summaries of scenes, acts, and plays of Shakespeare, as this reading is far-removed from their normal readings, the teacher will need to instruct them in a summary process. One way to begin would be by reminding students of the fundamental characteristics of a summary and demonstrate for them the process of GISTing ( view literacy strategy descriptions ) by placing these characteristics on the board or overhead: . Shorter than the original text . A paraphrase of the author’s words and descriptions . Focused on the main points or events Next, follow these steps to support students in the summary writing process: 1. Begin at a common section or place in the play (e.g., first page, beginning of a new act or scene). 2. Introduce the section by building prior knowledge and discussing key vocabulary and other important ideas and information. 3. Read aloud each sentence and with the students’ help, generate gists of each one, combining the sentence gists with one another until all the lines in the section are summarized. Discuss with students the important details and ideas, writing these on the board. 4. Help students formulate important information and ideas into a single sentence and write that on the board. 5. Continue this process until the class has finished a short section of the play and has written four- to five-section gist statements on the board. 6. Show students how a section of the play has been condensed into a limited number of statements. Reread the sentences to check for meaning and logical ways to connect them. The final collection of statements will serve as the gist. 7. Remind students that in order to “write short,” they need to write precisely, choosing words carefully to convey the themes without compromising the integrity of Shakespeare’s original words. 8. Guide students as they independently write gist statements; collect, organize, and connect these to form summaries over larger and larger sections of the play. After the teacher has given students a method for summarizing and paraphrasing to facilitate their understanding of the play, s/he will then provide them with instructions on how to maintain a reader’s response journal throughout the reading of Macbeth. Students will use split-page notetaking (view literacy strategy descriptions) to record the information in their journals, in which they will:  summarize key actions of the plot  note the development of major characters  record the major steps in the rise and the fall of the hero  annotate any questions or patterns or repetitions noticed

Macbeth, Act One Key Actions King receives report: Macbeth & Banquo victorious at battle.

ENGLISH IV  FIRST TERM  2011-2012 33 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Witches meet for the first time with Macbeth: 3 prophecies (Glamis, Cawdor, King). They also tell Banquo his sons will be king. Duncan has Macbeth pronounced “Thane of Cawdor.” Macbeth debates whether the “supernatural soliciting” is “ill” or “good” (1.3.130-131). Perception Captain: “brave Macbeth—well he deserves that s of name” (1.2.16) Macbeth King: “O valiant cousin! Worthy gentleman!” (1.2.24) King: “noble Macbeth” (1.2.67). Lady of Macbeth: “Yet do I fear thy nature; It is too full o’ th’ milk of human kindness To catch the nearest way” (1.5.14-16). Questions? Is Macbeth the hero? ? Why is he questioning whether the prediction might be bad? Can a person be too kind? What is the nearest way? At various points throughout the reading of the play, groups will meet to discuss the findings in individual journals, answer any questions posted in the journals, and to formulate ideas and questions for class discussion. Individually, students will select one element noted in their journals to research and then compose an essay that analyzes how the element is developed in the play.

LCC UNIT 3 Activity 7: Creating a Life Metaphor GLE GLE/RESOURCES # Materials List: *Macbeth (or other selected Shakespearean tragedy), 03b. Draw conclusions and make inferences about examples of metaphor, supplies for visual representations, Personal ideas and information in complex texts in oral and written responses, including Metaphor Rubric BLM, paper, pen drama/poetry (ELA-1-H3) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 07d. Analyze and synthesize in oral and written hscurriculum/ responses distinctive elements (e.g., HOLT Interactive Graphic Organizers @ structure) of a variety of literary forms and http://my.hrw.com/nsmedia/intgos/html/igo.htm types, including drama, including ancient, Renaissance, and modern comedies and Holt Writing Models @ http://go.hrw.com/eolang/modbank/ tragedies (ELA-6-H3) HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ 09a. Demonstrate understanding of information Content Literacy Strategies Interactive in American, British, and world literature http://www.vrml.k12.la.us/cc/18str/18str.htm. using a variety of strategies, for example, interpreting and evaluating presentation of events and information (ELA-7-H1) Students will read and discuss Macbeth’s famous soliloquy in Act V, Scene 09d. Demonstrate understanding of information V, analyze the prominent images in the soliloquy, particularly the in American, British, and world literature metaphor—“Life’s but a walking shadow”—(line 23), and then respond to using a variety of strategies, for example, the following prompt: How is this metaphor appropriate to the character evaluating the author’s use of complex literary elements (e.g., symbolism, themes, of Macbeth? In how many ways can you see a similarity between the characterization, ideas) (ELA-7-H1) metaphor and the man? 09g. Demonstrate understanding of information in American, British, and world literature Students will discuss their responses with the class. They will brainstorm using a variety of strategies, for example, metaphors from popular culture in song, film, and current reading. critiquing the strengths and weaknesses of ideas and information (ELA-7-H1) Individually, students will create a list of adjectives and nouns that can be 13c. Analyze information within and across grade- used to create a metaphor that accurately represents their lives. Students appropriate print and nonprint texts using will prepare visual representations of their metaphors for life and display various reasoning skills, including reasoning inductively and deductively (ELA-7-H4) ENGLISH IV  FIRST TERM  2011-2012 34 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 them for classroom presentation. The teacher will use the Personal Metaphor Rubric BLM for assessment.

*The same assignment can be adapted for both Hamlet and Othello

LCC UNIT 3 Activity 8: Breaking Down a Tragedy and its Themes: GLE GLE/RESOURCES Literary Analysis Materials List: *Macbeth (or other selected Shakespearean tragedy), 03b. Draw conclusions and make inferences about teacher notes on literary analysis, Literary Analysis Rubric BLM 9 (see Unit ideas and information in complex texts in oral and written responses, including 1, Activity 10), paper, pen drama/poetry (ELA-1-H3) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 09a. Demonstrate understanding of information hscurriculum/ in American, British, and world literature HOLT Interactive Graphic Organizers @ using a variety of strategies, for example, http://my.hrw.com/nsmedia/intgos/html/igo.htm interpreting and evaluating presentation of events and information (ELA-7-H1) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 09c. Demonstrate understanding of information HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ in American, British, and world literature Content Literacy Strategies Interactive using a variety of strategies, for example, http://www.vrml.k12.la.us/cc/18str/18str.htm. making inferences and drawing conclusions 09d. Demonstrate understanding of information in American, British, and world literature The teacher will review literary analysis, its process, and its elements in using a variety of strategies, for example, preparation for a formal literary analysis of Macbeth. The teacher will evaluating the author’s use of complex lead students through an entire writing process in response to the literary elements (e.g., symbolism, themes, following prompt: characterization, ideas) (ELA-7-H1)  15c. Develop complex compositions on student- Write a paper of literary analysis in which you embrace a theme or teacher-selected topics that are suited to within the play. Define the theme, show how Shakespeare an identified audience and purpose and that develops it, and enlarge our minds by explaining the significance include the following: information/ideas of its inclusion within the work. The teacher will assess the essay selected to engage the interest of the reader with the Literary Analysis Rubric BLM. 16a. Develop complex compositions using writing *The same assignment can be used as is for both Hamlet and Othello processes such as the following: selecting topic and form (e.g., determining a purpose and audience) 16b. Develop complex compositions using writing processes such as the following: prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) 16c. Develop complex compositions using writing processes such as drafting (ELA-2-H3) 16d. Develop complex compositions using writing processes such as conferencing with peers and teachers (ELA-2-H3) 16e. Develop complex compositions using writing processes such as revising for content and structure based on feedback (ELA-2-H3) 16f. Develop complex compositions using writing processes such as the following: proofreading/editing to improve conventions of language (ELA-2-H3) 17d. Use the various modes to write complex compositions, including literary analyses that incorporate research (ELA-2-H4)

ENGLISH IV  FIRST TERM  2011-2012 35 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 LCC UNIT 3 Activity 9: Macbeth: A Look at Paradox GLE GLE/RESOURCES

Materials List: *Macbeth (or other selected Shakespearean tragedy), 03b. Draw conclusions and make inferences about teacher notes on paradox and examples from the play, paper, pen, ideas and information in complex texts in oral and written responses, including Paradox BLM drama/poetry (ELA-1-H3) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 06. Analyze and explain the significance of hscurriculum/ literary forms, techniques, characteristics, HOLT Interactive Graphic Organizers @ and recurrent themes of major literary http://my.hrw.com/nsmedia/intgos/html/igo.htm periods in ancient, American, British, or world literature (ELA-6-H2) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 07d. Analyze and synthesize in oral and written HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ responses distinctive elements (e.g., Content Literacy Strategies Interactive structure) of a variety of literary forms and http://www.vrml.k12.la.us/cc/18str/18str.htm. types, including drama, including ancient, Renaissance, and modern comedies and tragedies (ELA-6-H3) The teacher will introduce the concept of paradox, then point to various 31b. Deliver oral presentations, including examples from the text, noting particularly the witches’ admonition that responses that analyze information in texts “fair is foul, and foul is fair.” Students will participate in an oral and media (ELA-4-H4) examination of this paradox as a dominant theme in the play. In a class discussion, students will analyze Shakespeare’s paradox of fair/foul and its meaning in the play and how this theme is developed through other elements, such as setting, plot, character, and symbol. The teacher will provide students with a copy of the Paradox BLM, a graphic organizer (view literacy strategy descriptions). The graphic will provide students with a method to organize and to record visually the group’s findings. Small groups will do the following:  analyze a teacher-assigned element that reflects the fair/foul paradox  create a visual representation of fair and foul as it relates to a particular element of the play, using supporting textual references  draw a connection to personal experience in today’s world  prepare and deliver an oral presentation of the findings As a class, students will create a chart or graphic on the board that records information given by all students. Teachers will end this activity with an oral summation of the findings to reinforce the idea that Shakespeare used a variety of elements to reinforce his themes. *The same assignment can be adapted for both Hamlet and Othello . Example from Othello: “An honourable murderer, if you will; For nought I did in hate, but all in honour” (Act V, Scene 2). . Example from Hamlet: “Though this be madness, yet there is method in ‘t” (Act II, Scene 2).

LCC UNIT 3 Activity 10: Researching Within and Beyond the Play GLE GLE/RESOURCES # Materials List: Macbeth (or other selected Shakespearean tragedy), 20a. Write for various purposes, including research sources, Macbeth Group Project BLM, student notebook, pen interpretations/explanations that connect life experiences to works of American, Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- British, and world literature (ELA-2-H6) hscurriculum/ 31b. Deliver oral presentations, including HOLT Interactive Graphic Organizers @ responses that analyze information in texts and media (ELA-4-H4) ENGLISH IV  FIRST TERM  2011-2012 36 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 http://my.hrw.com/nsmedia/intgos/html/igo.htm 34a. Select and critique relevant information for Holt Writing Models @ http://go.hrw.com/eolang/modbank/ a research project using the organizational features of a variety of resources, including HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ print texts (e.g., prefaces, appendices, Content Literacy Strategies Interactive annotations, citations, bibliographic http://www.vrml.k12.la.us/cc/18str/18str.htm. references) (ELA-5-H1) 34b. Select and critique relevant information for Students will use the play Macbeth (or Hamlet or Othello) and the a research project using the organizational features of a variety of resources, including Macbeth Group Project BLM for a research project requiring students to electronic texts (e.g., database keyword analyze a topic within the play itself and then extend their knowledge of searches, search engines, e-mail addresses) the topic to outside sources. This process will allow students to make (ELA-5-H1) relevant a topic prevalent both within the play and in their world. 35b. Locate, analyze, and synthesize information Students will work with collaborative groups to select a topic from their from a variety of complex resources, including electronic sources (e.g., Web sites reading of the play and complete the following: or databases) (ELA-5-H2) . research the topic in both primary and secondary print, 36. Analyze the usefulness and accuracy of electronic, and web sources sources by determining their validity (e.g., . record the findings using accurate documentation authority, accuracy, objectivity, publication . date, coverage) (ELA-5-H2) trace the development of the topic throughout the play 37b. Access information and conduct research . discuss research findings using various grade-appropriate data- . create a visual that illustrates the topic gathering strategies/tools, including . present findings to the class evaluating the validity and/or reliability of This final product will demonstrate students’ analytical abilities and their primary and/or secondary sources (ELA-5- H3) research skills as well as their understanding of the play as a whole. 37d. Access information and conduct research Examples of topics for Macbeth: ambition, power, superstition, strong using various grade-appropriate data- women, witchcraft gathering strategies/tools, including compiling and organizing information to *The same assignment can be adapted for both Hamlet and Othello support the central ideas, concepts, and themes of a formal paper or presentation  Examples of topics for Othello: evil, militarism, racism, (ELA-5-H3) colonialism, gender, the role of women, jealousy  Examples of topics for Hamlet: revenge, family loyalty, insanity, suicide, betrayal, indecision, integrity

LCC UNIT 3 Activity 11: Sonnets: The Elizabethan Love Poems GLE GLE/RESOURCES # Materials List: teacher background notes on the sonnet, selected sonnets, 03b. Draw conclusions and make inferences paper, pen about ideas and information in complex texts in oral and written responses, including drama/poetry (ELA-1-H3) Since many students face poetry with the typical “oh no” response, the 07c. Analyze and synthesize in oral and written teacher should provide a solid introduction, making clear all aspects, but responses distinctive elements (e.g., not in an intimidating manner. structure) of a variety of literary forms and types, including forms of lyric and narrative poetry such as the ballad, sonnets, As a basis for the study of poetry, the teacher will review the basic pastorals, elegies, and the dramatic concepts of poetry with students, including speaker, subject, tone, monologue (ELA-6-H3) organization, figurative language, and theme. 09a. Demonstrate understanding of information in American, British, and world literature The teacher will lead students through the following process (or one using a variety of strategies, for example, interpreting and evaluating presentation of similar) for the study of the sonnet form: events and information (ELA-7-H1) 09d. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, evaluating the author’s use of complex ENGLISH IV  FIRST TERM  2011-2012 37 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 1. Introduce the sonnet and its many forms: In this step of the process, literary elements (e.g., symbolism, themes, the teacher will lead students to develop a word grid (view literacy characterization, ideas) (ELA-7-H1) 26c. Select language appropriate to specific strategy descriptions) on the board. The teacher will draw an open chart purposes and audiences for speaking, or grid; then, as s/he covers the various features of the three types of including participating in class discussions sonnets (Petrarchan, Spenserian, Shakespearean), s/he will label the (ELA-4-H1) distinguishing categories, such as rhyme scheme, meter, turn, and organization. Following is an example of a word grid for this activity: Type Rhyme Formal Turn Logical Scheme Organizati Organization on

Petrarch abbaab 2 line 9 question-answer, an ba divisions: problem-solution, (Italian) theme-comment ccdeed octave/ sestet turn = volta in (8/6) the Italian sonnet

Spenseri abab 4 couplet 3 distinct, but an bcbc divisions: related, ideas with (line commentary in the cdcd ee 3 13) couplet quatrains

couplet

(12/2)

Shakesp abab 4 line 9 question- answer, earean cdcd divisions: or problem-solution (English) couplet efef gg 3 (line 3 specific, but quatrains 13) closely related ideas and the final couplet couplet

2. Read one of the most famous sonnets aloud and discuss its basic structure and meaning. 3. Discuss the form of Shakespeare. 4. Have students note the characteristics. 5. Review basic poetic elements, such as: subject, speaker, tone, figurative language, sound devices, diction, organization, and theme.

After a teacher-facilitated review of the sonnet (e.g., origin, types, format, sonnet sequences, etc.), students will work in a whole-class setting to read and explicate a sonnet (e.g., possibly one of Shakespeare’s more famous ones, such as “Sonnet 18”). In an oral discussion, students will then compare the sonnet form to other love poems, perhaps using a modern song about a specific subject. This discussion should lead ENGLISH IV  FIRST TERM  2011-2012 38 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 students to understand the significance of form in poetry.

After a discussion of responses, the teacher will lead students through the analysis of various selected sonnets. Then, each student will select a sonnet to analyze. This process should include paraphrasing, identification of subject and speaker, identification of figurative language, form, structure, rhyme scheme, tone, and interpretation of meaning. Teachers should make additional columns to their original word grid to facilitate the recording of such elements. To conclude, the students will explain the value of the poem in its own time and now.

LCC UNIT 3 Activity 12: Elizabethan Prose Writers GLE GLE/RESOURCES # Materials List: photographs of contemporary civil disobedience, essay 07a. Analyze and synthesize in oral and written describing the civil disobedience of Dr. Martin Luther King, teacher’s responses distinctive elements (e.g., structure) of a variety of literary forms and notes on Thoreau’s night in jail, excerpt from Thoreau’s “Of Civil types, including essays and memoirs by Disobedience” early and modern essay writers (ELA-6-H3) 07g. Analyze and synthesize in oral and written responses distinctive elements (e.g., The teacher should display photographs of contemporary examples of structure) of a variety of literary forms and civil disobedience, such as a sit-in or a protest walk types, including speeches (ELA-6-H3) (http://www.history.com/ ), and encourage the class to discuss the 09b. Demonstrate understanding of information in American, British, and world literature purpose of civil disobedience and the differences between violent and using a variety of strategies, for example, peaceful protest. evaluating the credibility of arguments in nonfiction works (ELA-7-H1) Students should next read and annotate an essay that describes the civil 09c. Demonstrate understanding of information disobedience of Dr. Martin Luther King. Examples might be: in American, British, and world literature using a variety of strategies, for example,  “Letter from a Birmingham Jail” making inferences and drawing conclusions (ELA-7-H1)  “Choice: A Tribute to Dr. Martin 09d. Demonstrate understanding of information Luther King Jr.” (Alice Walker) in American, British, and world literature using a variety of strategies, for example, The teacher should then give students an overview of Thoreau’s night in evaluating the author’s use of complex literary elements (e.g., symbolism, themes, jail that prompted his essay “Of Civil Disobedience.” After reading an characterization, ideas) (ELA-7-H1) excerpt from his essay, students should complete one or more of the 27b. Listen to detailed oral instructions and following: presentations and carry out complex procedures, including writing responses  Identify two of Thoreau’s topics and list his supporting reasons or (ELA-4-H2) 37c. Access information and conduct research evidence for each. using various grade-appropriate data-  Choose one quote or position from the piece and take a stand for gathering strategies/tools, including using or against it in an editorial. graphic organizers (e.g., outlining, charts,  Write an “unsent letter” to a government official or political timelines, webs) (ELA-5-H3) candidate that uses one of Thoreau’s statements in a request or discussion of advice.  Write a short composition explaining how the essay displays the philosophy of Transcendentalism, using specific support from the excerpt.  Explore in a small group discussion what Thoreau would have thought about contemporary issues such as government deficits, modern taxes, or the Internet.

ENGLISH IV  FIRST TERM  2011-2012 39 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 As closure, students should write a journal entry discussing any situations where civil disobedience might be necessary. Volunteers might read their journals for class discussion.

LCC UNIT 3 Activity 13: Reflecting on The Elizabethan Age GLE GLE/RESOURCES # Materials List: paper, pen 05 Analyze and critique the impact of historical periods, diverse ethnic groups, and major influences (e.g., philosophical, political, After all activities have been completed for this unit, the teacher religious, ethical, social) on American, British, will ask students to reflect on the period and to respond to the or world literature in oral and written responses following prompt in a one-page/one-side composition: 06 Analyze and explain the significance of literary forms, techniques, characteristics, The Renaissance was a time of enlightenment and renewal, and recurrent themes of major literary periods in ancient, American, British, or a time of change and progress, a time of the old and the world literature new. Think back to the selections of this period and the 09a. Demonstrate understanding of information ideas presented in them that reflect the varying degrees of in American, British, and world literature social change that happened to England during this time. using a variety of strategies, for example, interpreting and evaluating presentation of Write about the most prevalent idea to you, how it was events and information (ELA-7-H1) conveyed to you, and why it will have lasting value to you 09h. Demonstrate understanding of information and your life. in American, British, and world literature using a variety of strategies, for example: synthesizing (ELA-7-H1)

11. Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature (ELA-7-H2)

TIME FRAME: Approximately 2 weeks LCC UNIT 4: The Seventeenth Century: The Puritans and the Restoration - This unit focuses on applying reading strategies and responding to the poetry and prose of seventeenth-century English literature, particularly the social, political, and religious themes, and on applying a variety of reading and comprehension strategies and expanding analytical composition skills. The relationship between the historical context of the period and its literature as well as the primary movements of the period (e.g., Metaphysical, Cavalier, and Puritan) and the genres they used (e.g., the epic, lyrical poetry, metaphysical poetry, and prose) will be studied. Analysis of the effects of the literary elements/devices and response to questions that require higher- order thinking are required portions of this unit. Higher-order thinking and written responses that interpret and analyze the literature and explain its relationship to real-life experiences are integral to this unit. Vocabulary will be defined within the context of the literature. The essential goals of this unit are to read, comprehend, interpret, and analyze the literature of the seventeenth century and to recognize the impact of the politics and religion on the people, as well as the writers. Students should also see that the literature is a reflection of the turbulence of the period. Other important goals include expressing supported responses to the texts, focusing closely on analyzing the effects of literary elements and devices, particularly those related to the epic poem, metaphysical poetry, and allegory. Major goals for this unit are:  To familiarize the student with the various literary forms of the era;  To emphasize the strongly divergent views and styles of the Cavaliers, the Metaphysicals, and the Puritans; ENGLISH IV  FIRST TERM  2011-2012 40 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012  To relate the literature to the major political events and philosophical currents of the time;  To trace the development of the English language, with special emphasis on new prose styles. HOLT Literature: Collection 4 pp. 559-700 FOCUS: Seventeenth-Century Timeline; Samuel Pepys’ Diary; John Milton’s Prose John Milton and Paradise Lost; John Milton’s Hero; John Donne and Metaphysical Poetry; Visualizing Donne’s Poetry and Prose; The Cavalier Poets; Ben Jonson’s Literary Works

Holt Elements of Literature correlation to the LA Comprehensive Curriculum Elements of Literature, Sixth Skill/Literary Focus SE pages LCC GLEs Course © 2007 – Collection 3 Activity # Seventeenth Century Timelines Read a timeline 271, 560 1

To the Virgins, to Make Much of Carpe Diem 299-307 8 5, 7c, 9e, Time/To His Coy Mistress (Carpe Diem 9g, 11, 18 Poem)

Song (Metaphysical Poem) Metaphysical Poetry 336-339 6 3b, 7c A Valediction: Forbidding Mourning Metaphysical conceits 340-342 6 2c (Metaphysical Poem) Meditation 17 (Poem) Tone 343-347 6, 12 4, 13c, 39b

Death be not proud (Sonnet) Paradox 348-352 7, 10 9e, 39b

On My First Son Epigram 353-357 9, 10 7c, 29b, Song: To Celia (Epigrams) Reciting a Poem 39b

Paradise Lost: The Fall of Satan (Epic) Style 397-413 4, 5, 10, 1b, 39b 11 from The Pilgrim’s Progress (Allegory) Allegory 418-424 1c, 6, 8d, 9d, 18, 39b Reflecting on the Literary Period: Image 529-540 8 39b Speaker/Paradox Refrain/Paradox, Metaphors Whoso List to Hunt (Sonnet) Sonnets 30 and 75 Why So Pale and Wan, Fond Lover? To Lucasta, on Going to the Wars To Althea, from Prison (Cavalier Poems)

Skills Review (from The Diary of Samuel Compare and contrast 694-697 2 8a, 39b Pepys)

ENGLISH IV  FIRST TERM  2011-2012 41 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 LCC UNIT 4 Activity 1 Ongoing Independent Reading GLEs: 03a, 07e, 09a LCC UNIT 4 Activity 2 Ongoing Vocabulary Study GLEs: 01a, 01b, 01c, 21, 23d, 24 LCC UNIT 4 Activity 3 Ongoing Writing Prompts to GLEs: 05, 09a, 09c, 09d, 09f, 20a, 30b Make Real-Life Connections and to Assess Understanding LCC UNIT 4 Activity 4 Ongoing Grammar Study GLEs: 21, 22a, 22b, 23d

Mini-lesson examples should cover areas of weakness identified from reviewing ACT/SAT assessments, from student writing, and from teacher-created models for literary and research writing. Students will refer to the Elements of Grammar and Style Guide BLM as needed. Mini-lessons should be ongoing and skill-specific.

Following is an example of a mini-lesson for syntax.

As students read the complex works of this period, the teacher will focus on the sentence structure employed by the authors to allow students to see varying models as well as helping them to clarify meaning. From this point, the teacher will require that students focus on those particular skills in the development of their own writings. For example:

The teacher will have students focus on Milton’s use of prepositional phrases as they read through Book One (The Fall of Satan) of Paradise Lost. In focusing just on the cut from lines 1-16, students can be led to see how the phrases function in the sentence and the resulting effect of syntax on literary techniques such as allusion and theme. Teachers can ask students to look at these lines, note each prepositional phrase, identify its purpose in the sentence, and, then, within the selection itself. The teacher might ask students to remove the phrases to see the effect they actually have on the writing. This simple lesson should serve to show students how something as simple as a prepositional phrase, when used correctly, can add impact and effect to their own writings.

LCC UNIT 4 Activity 5: Seventeenth-Century Timeline GLE GLE/RESOURCES # Materials List: teacher background notes on the 17th century, Anatomy of 03a. Draw conclusions and make inferences the World BLM, research resources, timeline-builder software (or about ideas and information in complex texts in oral and written responses, materials for production in class), paper, pen including fiction/nonfiction (ELA-1-H3) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 06. Analyze and explain the significance of hscurriculum/ literary forms, techniques, characteristics, HOLT Interactive Graphic Organizers @ and recurrent themes of major literary http://my.hrw.com/nsmedia/intgos/html/igo.htm periods in ancient, American, British, or world literature (ELA-6-H2) Holt Writing Models @ http://go.hrw.com/eolang/modbank/ 12. Analyze and evaluate works of American, HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ British, or world literature in terms of an Content Literacy Strategies Interactive author’s life, culture, and philosophical http://www.vrml.k12.la.us/cc/18str/18str.htm. assumptions (ELA-7-H3) 20a. Write for various purposes, including interpretations/explanations that connect After a teacher-facilitated introduction to the seventeenth century, life experiences to works of American, students will search a variety of print, electronic, and Web sources to British, and world literature (ELA-2-H6) locate information about significant aspects of the period (e.g., historical, 37c. Access information and conduct research cultural, philosophical). Working in cooperative groups, students will using various grade-appropriate data- gathering strategies/tools, including using select topics of interest and then use various grade-appropriate data- graphic organizers (e.g., outlining, charts, ENGLISH IV  FIRST TERM  2011-2012 42 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 gathering strategies and tools to locate and select relevant information timelines, webs) (ELA-5-H3) from three to five credible sources. Using the information, groups will 38c. Write extended research reports (e.g., historical investigations, reports about high then create a timeline that includes significant events of the period. interest and library subjects) which include Finally, groups will write brief reports on the period based upon their graphics when appropriate (ELA-5-H3) findings; these reports should use a standard format for source 38d. Write extended research reports (e.g., acknowledgment, and material from the reports should be presented in historical investigations, reports about high class discussion. interest and library subjects), which include complete documentation (e.g., endnotes or After students have a general sense of the turbulent period, the teacher parenthetical citations, works cited lists or should provide the following cut from Donne’s An Anatomy of the World: bibliographies) consistent with a specified style guide (ELA-5-H3) And new philosophy calls all in doubt; 40b. Use selected style guides to produce The element of fire is quite put out; complex reports that include standard formatting for source acknowledgment The sun is lost, and the earth, and no man’s wit (ELA-5-H5) Can well direct him where to look for it. And freely men confess that this world’s spent, When in the planets and the firmament They seek so many new; they see that this Is crumbled out again to his atomies. ‘Tis all in pieces, all coherence gone; All just supply, and all relation: Prince, subject; father, son; are things forgot, For every man alone thinks he hath got To be a phoenix, and that there can be None of that kind of which he is, but he. from Anatomy of the World, 1.1267, lines 205-218

The teacher should use the Anatomy of the World BLM to present the poem, then read the poem aloud, emphasizing various points that seem to match the history of the period and the tumultuous undercurrent tone. The teacher should then have students review the information learned in the timeline presentations and ask students to refer back to the poem; in this second look, the teacher should ask students to point to ideas that symbolize or explain ideas from the period itself (i.e., Donne presents a world that has broken all links with the past and seems to have fallen under a spell of innovation.).

Ultimately, the presentation of the poem should reinforce the historical concepts needed to understand the literature of this period and provide a clear picture of the themes and moods that are represented in them.

LCC UNIT 4 Activity 6: Samuel Pepys’s Diary GLE GLE/RESOURCES # Materials List: teacher background notes on Samuel Pepys, student 03a. Draw conclusions and make inferences about ideas and information in complex 10-day diaries, paper, pen texts in oral and written responses, including fiction/nonfiction (ELA-1-H3) To prepare students for the study of Pepys’s diary, the teacher will 07f. Analyze and synthesize in oral and written responses distinctive elements (e.g., ask them to maintain a personal diary for ten days. Students are to structure) of a variety of literary forms and have autonomy in the content and expression of their diaries; types, including biographies and autobiographies (ELA-6-H3) ENGLISH IV  FIRST TERM  2011-2012 43 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 however, both content and expression should be appropriate for 08a. Analyze in oral and written responses the ways in which works of ancient, American, school discussion. The teacher will call upon students to share some British, or world literature represent views of their entries. The audience of peers should record notes from or comments on life, for example, an listening to the shared entries, noting such points as the type of autobiography/diary gives insight into a particular time and place (ELA-6-H4) content included and how it is presented. Once all students have 12. Analyze and evaluate works of American, shared at least one entry with the class, the teacher should review British, or world literature in terms of an the presentation and identify for students ideas worth noting and author’s life, culture, and philosophical characteristics of the modern-day journal. (If time and resources assumptions (ELA-7-H3) 13f. Analyze information within and across permit, the teacher could present a cut from a modern diary to grade-appropriate print and nonprint texts offer students another view of journaling.) Once students have a using various reasoning skills, including general understanding of the diary, the teacher will introduce them distinguishing facts from opinions and probability (ELA-7-H4) to Samuel Pepys, explaining that Pepys’s Diary is one of the most 20a. Write for various purposes, including unique expressions of personality from this period. The teacher interpretations/explanations that connect should make clear to students that Pepys recorded his daily life for life experiences to works of American, British, and world literature (ELA-2-H6) the first nine years of the Restoration. The teacher will provide selected entries for students to read, then to write a paragraph comparing and contrasting Pepys’s diary entries with their own diary entries. The teacher might, for example, assign selections between June 10, 1665, and December 31, 1665, when Pepys wrote of the Bubonic Plague. By using such a selection, the teacher can easily provoke a relevant connection with students with the effects of AIDS upon the current population. Working in a small collaborative group, students will discuss their comparisons. After this discussion, students will respond in writing to these questions: What commonalities do you note among the diaries? How do the other diaries compare and contrast to Pepys’s diary? What repeated topics occur? What could that information reveal about the past and the present? What might be the value of first-hand records of particular events of your own experience? Ultimately, the teacher should lead students to see that we write from our experience; just as Pepys clearly shows evidence of the new spirit abroad in his world, their entries equally present a valid depiction of their world.

LCC UNIT 4 Activity 7: John Milton’s Prose GLE GLE/RESOURCES # Materials List: teacher background information on John Milton, 05 Analyze and critique the impact of historical periods, diverse ethnic groups, and major biographical sketch of Milton from textbook or distributed by influences (e.g., philosophical, political, teacher, various selections from Milton’s prose for group work, religious, ethical, social) on American, Milton Emulation Rubric BLM, paper, pen British, or world literature in oral and Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- written responses 09a. Demonstrate understanding of information hscurriculum/ in American, British, and world literature HOLT Interactive Graphic Organizers @ using a variety of strategies, for example, http://my.hrw.com/nsmedia/intgos/html/igo.htm interpreting and evaluating presentation of Holt Writing Models @ http://go.hrw.com/eolang/modbank/ events and information (ELA-7-H1) HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ 09e. Demonstrate understanding of information in American, British, and world literature Content Literacy Strategies Interactive using a variety of strategies, for example, ENGLISH IV  FIRST TERM  2011-2012 44 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 http://www.vrml.k12.la.us/cc/18str/18str.htm. comparing and contrasting major periods, themes, styles, and trends within and across texts (ELA-7-H1) 11. Analyze and evaluate the philosophical The teacher will provide an introduction to John Milton and all of arguments presented in literary works, the many complexities of his life, including his devotion to including American, British, or world literature (ELA-7-H2) education, freedom, and literature. Students will then read a 15a. Develop complex compositions on student- biographical sketch of Milton’s life, which includes information or teacher-selected topics that are suited to about his political and religious views. As a staunch Puritan, Milton an identified audience and purpose and that include word choices appropriate to held his ideals with conviction and wrote emphatically from them. the identified audience (ELA-2-H2) As the teacher introduces Milton and discusses his connection to 15b. Develop complex compositions on student- the Puritan movement, students should be made to see the or teacher-selected topics that are suited to an identified audience and purpose and connection to the study of Puritanism from English III. The teacher that include vocabulary selected to clarify should lead a quick review and, then, build upon the prior meaning, create images, and set a tone knowledge of students, reminding them of the basic tenets of (ELA-2-H2) 31b. Deliver oral presentations, including Puritanism. responses that analyze information in texts and media (ELA-4-H4) Working in cooperative groups, students will select one of his prose 31c. Deliver oral presentations, including persuasive arguments that clarify or defend works to read and analyze, such as the following: positions (ELA-4-H4)  The Reason of Church Government (an ecclesiastical tract which urges the separation of church and state) – For an e-text of this piece, visit: http://www.dartmouth.edu/~milton/reading_room/reason/book_1/ind ex.shtml (The Milton Reading Room, The Trustees of Dartmouth College —for public use only.)  Of Reformation 1641 (an attack on the political corruption of the clergy in the English church and a plea for democracy in the structure of the church) – For an e-text of this piece, visit: http://www.brysons.net/miltonweb/ofreformation.html  Of the Tenure of Kings and Magistrates (an attempt to quiet the public’s reaction of fear of the beheading of Charles I) –For an e-text of this piece, visit: http://www.dartmouth.edu/~milton/reading_room/tenure/ (The Milton Reading Room, The Trustees of Dartmouth College—for public use only.)  Areopagitica (a noble defense of the freedom of the press) – For an e- text of this piece, visit: http://www.uoregon.edu/~rbear/areopagitica.html (Renascence Editions by The University of Oregon) or http://etext.virginia.edu/etcbin/toccer-new2? id=MilAreo.xml&images=images/modeng&data=/texts/english/modeng /parsed&tag=public&part=1&division=div1 (Electronic Text Center by The University of Virginia Library)

LCC UNIT 4 Activity 8: John Milton and Paradise Lost GLE GLE/RESOURCES # Materials List: Milton’s Art Epic BLM, access to scholarly articles, 03b. Draw conclusions and make inferences about ideas and information in complex Paradise Lost Opinionnaire BLM, paper, pen texts in oral and written responses, Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- including drama/poetry (ELA-1-H3) hscurriculum/ 05 Analyze and critique the impact of historical HOLT Interactive Graphic Organizers @ periods, diverse ethnic groups, and major http://my.hrw.com/nsmedia/intgos/html/igo.htm influences (e.g., philosophical, political, religious, ethical, social) on American, Holt Writing Models @ http://go.hrw.com/eolang/modbank/ British, or world literature in oral and

ENGLISH IV  FIRST TERM  2011-2012 45 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ written responses Content Literacy Strategies Interactive 07b. Analyze and synthesize in oral and written responses distinctive elements (e.g., http://www.vrml.k12.la.us/cc/18str/18str.htm. structure) of a variety of literary forms and types, including epic poetry such as Beowulf (ELA-6-H3) The teacher will lead students to review and reflect upon the folk 07c. Analyze and synthesize in oral and written responses distinctive elements (e.g., epic (e.g., Beowulf) in terms of its characteristics, themes and epic structure) of a variety of literary forms and hero. The teacher will remind students that these epics are written types, including forms of lyric and narrative by authors who wish to take an oral tradition and give it the poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic permanence of the written word. These folk epics are based on the monologue (ELA-6-H3) traditional lore of a civilization and its people. In this unit, students 09d. Demonstrate understanding of information will experience another type of epic, the art epic or literary epic, in American, British, and world literature using a variety of strategies, for example, which differs from the folk epic. It, too, may be based on a long- evaluating the author’s use of complex ago event or literature, but it will be the creation of the author, literary elements (e.g., symbolism, themes, much more an attempt to create a story than to capture the characterization, ideas) (ELA-7-H1) 09e. Demonstrate understanding of information essence of a civilization. In the case of Milton, his art epic will be in American, British, and world literature his attempt “to explain the ways of God to Man.” The story does using a variety of strategies, for example, exist in the Bible, but Milton’s story is not simply a collection and comparing and contrasting major periods, themes, styles, and trends within and compilation of stories about the Garden of Eden; it is his across texts (ELA-7-H1) imaginative, artful vision inspired by the original text in the Bible. 09d. Demonstrate understanding of information The teacher will provide a brief lecture about biographical in American, British, and world literature using a variety of strategies, for example, information focusing on Milton’s career as a writer and the evaluating the author’s use of complex consequences of his choices and about the art epic (Milton’s Art literary elements (e.g., symbolism, themes, Epic BLM provided) with its increased sophistication and emphasis characterization, ideas) (ELA-7-H1) 09e. Demonstrate understanding of information on ideals and a higher moral purpose. Then students will read and in American, British, and world literature analyze several short poems and sonnets by John Milton (e.g., using a variety of strategies, for example, “When I Consider How My Light Is Spent,” “How Soon Hath Time,” comparing and contrasting major periods, themes, styles, and trends within and “On The Late Massacre in Piedmont”) in preparation for studying across texts (ELA-7-H1) Paradise Lost. The teacher will emphasize Milton’s serious nature as 13b. Analyze information within and across seen in the tone and theme of these sonnets. grade-appropriate print and nonprint texts using various reasoning skills, including raising questions (ELA-7-H4) The teacher will prepare students for the study of Milton’s epic 13c. Analyze information within and across with an opinionnaire ( view literacy strategy descriptions ). The grade-appropriate print and nonprint texts using various reasoning skills, including teacher will use the Paradise Lost Opinionnaire BLM for reasoning inductively and deductively (ELA- presentation of these statements. Students will respond in writing 7-H4) to the following statements with true or false (or yes/no): 35b. Locate, analyze, and synthesize information from a variety of complex resources, including electronic sources (e.g., Web sites  If I woke up in a hellish situation, I would have the courage or databases) (ELA-5-H2) to pull it together.  I am fully capable and sympathetic with the concept of revenge.  I can rally people to my cause.  Courage is heroic.  Defiance is heroic.  Weakness is heroic.  Only good characters can be depicted as heroes in works of

ENGLISH IV  FIRST TERM  2011-2012 46 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 literature.  There is no nobility or respectability to be found in those who are evil or villainous.  Both good and evil exist within all people and all characters.  Authors create characters for specific purposes.  All literary heroes must experience a fall of some kind.  Villains can possess heroic traits.  Even the brightest can use their goodness for evil. To allow for altering viewpoints, the teacher will have students form pairs and discuss each point, sharing their responses and discussing why they answered in such a way. After proper time for pair exploration of each statement, the teacher will ask for volunteers to share their responses and their reasoning aloud with the class. The teacher will lead students through a sympathetic reading of cuts from Book One of Paradise Lost. The teacher will tell students that in their reading, they will be faced with the ideas presented in the statements; they are to note any references to ideas that would refute or validate their own responses. At the end of the reading, the teacher will use this portion of the activity to lead in to the development of character and theme by Milton.

As a preface to the study of Milton’s art epic, the teacher will give students a summary of the books of Paradise Lost, so students can understand the scope of the epic and Milton’s concern with his hero, Adam. Since students will only sample excerpts from Book One, they may see Satan as the sympathetic hero without realizing that the talent of Milton requires that he do full justice to his delineation of Satan. As Satan acts and debases himself with evil intent, Adam will rise to face the world with courage, albeit with human frailty. However, in the beginning of Paradise Lost, Satan has a long fall in front of him within the epic. Just as Milton tells us of Satan’s fall from Heaven, the reader who reads on past Book One will see Satan’s downward spiral to complete villain by the end of the epic.

As a whole class, students will read aloud and orally analyze excerpts from Paradise Lost, focusing on analyzing character, theme, figurative language, allusion, and plot. They will identify and discuss the differences between the folk and art epic. To extend this knowledge and understanding, students should read a critical article about Paradise Lost, summarize the article, and evaluate it for an oral discussion in class.

LCC UNIT 4 Activity 9: John Milton’s Villain GLE GLE/RESOURCES # Materials List: Milton’s Character Rubric BLM, paper, pen 05. Analyze and critique the impact of historical periods, diverse ethnic groups, and major ENGLISH IV  FIRST TERM  2011-2012 47 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- influences (e.g., philosophical, political, hscurriculum/ religious, ethical, social) on American, British, or world literature in oral and HOLT Interactive Graphic Organizers @ written responses (ELA-6-H1) http://my.hrw.com/nsmedia/intgos/html/igo.htm 06. Analyze and explain the significance of Holt Writing Models @ http://go.hrw.com/eolang/modbank/ literary forms, techniques, characteristics, HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ and recurrent themes of major literary Content Literacy Strategies Interactive periods in ancient, American, British, or world literature (ELA-6-H2) http://www.vrml.k12.la.us/cc/18str/18str.htm. 07b. Analyze and synthesize in oral and written responses distinctive elements (e.g., The teacher will provide background information about the art epic, structure) of a variety of literary forms and Milton, and Milton’s intent to “explain the Ways of God to Man” in the types, including epic poetry such as writing of Paradise Lost. Some attention should also be given the initial Beowulf (ELA-6-H3) 07c. Analyze and synthesize in oral and written public reception of Book One of this epic; some readers were critical of responses distinctive elements (e.g., Milton’s depiction of Satan as the primary character, almost a hero, in structure) of a variety of literary forms and Book One. However, this resistance gave way once readers realized that types, including forms of lyric and narrative the complex character would experience a literary fall within the art epic. poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic Teachers will remind students that Milton did not see Satan as a hero, but monologue (ELA-6-H3) he does embue him with heroic traits in the beginning to heighten his 17d. Use the various modes to write complex debasement and secure his place as a worthy villain against God and his compositions, including: creation. literary analyses that incorporate research (ELA-2-H4) After reading selected passages of Paradise Lost, students will develop a multi-paragraph essay that analyzes the presentation of Satan’s character in this art epic. Students will focus on soliloquies in Part One that reveal thoughts, feelings, and actions that mark his qualities. The essay should include the necessary development and commentary to define Satan’ character as seen in Book One, complete with embedded quotes from the poem that provide support, and some theory as to the meaning of Satan’s character thus far. The process for essay development will include:  a pre-write that includes a listing or word-web of major character traits, relationships with other characters, behaviors that display important traits, strong quotes that display heroic traits, a timeline of events to trace growth or change in this character;  a rough draft of well-developed paragraphs that trace the character’s development: It should include specific support from both events and dialogue. Quotes should be properly documented;  revision and editing for content as well as usage and mechanics that may include peer editing or conferencing with the teacher;  a final draft that displays cohesive context, good use of logical order, detailed support, and correct use of the conventions of usage and mechanics.

For assessment, the teacher will use a rubric that encompasses identification of defining traits, usage of supporting detail, interpretation of character, and speculation of the author’s intent, as well as the usual conventions of grammar, usage, and mechanics, or the teacher may use the Milton’s Character Rubric BLM, which is provided.

LCC UNIT 4 Activity 10: John Donne and Metaphysical Poetry GLE GLE/RESOURCES # Materials List: teacher background notes on the metaphysical poetry, 02c. Analyze the significance of complex literary Metaphysical Poetry BLM, paper, pen, Bubble Cluster BLM, Valediction: and rhetorical devices in American, British, or world texts, including metaphysical Forbidding Mourning Graphic Organizer BLM conceits (ELA-1-H2) Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- 07c. Analyze and synthesize in oral and written hscurriculum/ responses distinctive elements (e.g., HOLT Interactive Graphic Organizers @ structure) of a variety of literary forms and http://my.hrw.com/nsmedia/intgos/html/igo.htm types, including forms of lyric and narrative poetry such as the ballad, sonnets, Holt Writing Models @ http://go.hrw.com/eolang/modbank/ pastorals, elegies, and the dramatic HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ monologue (ELA-6-H3) Content Literacy Strategies Interactive 09a. Demonstrate understanding of information http://www.vrml.k12.la.us/cc/18str/18str.htm. in American, British, and world literature using a variety of strategies, for example, interpreting and evaluating presentation of The teacher will distribute the Metaphysical Poetry BLM and facilitate an events and information (ELA-7-H1) introduction to the study of metaphysical poetry that reviews the context 09d. Demonstrate understanding of information of the times and the characteristics of metaphysical poetry, including: in American, British, and world literature  logical elements in a technique intended to express honestly, using a variety of strategies, for example, evaluating the author’s use of complex if unconventionally, the poet's sense of life's complexities. literary elements (e.g., symbolism, themes,  poetry is intellectual, analytical, psychological, disillusioned, characterization, ideas) (ELA-7-H1) and bold 37c. Access information and conduct research  poetry is absorbed in thoughts of death, physical love, and using various grade-appropriate data- gathering strategies/tools, including using religious devotion. graphic organizers (e.g., outlining, charts,  diction is relatively simple and may echo common speech timelines, webs) (ELA-5-H3)  imagery is drawn from the commonplace or the remote, Resources for Donne and the Metaphysical Poets: actual life or erudite sources, the figure itself often being  Andrew Moore’s Teacher Resource Site: elaborated with self-conscious ingenuity http://www.universalteacher.org.uk/default.ht m  form is frequently that of an argument  Andrew Moore’s Metaphysical Study Guide:  elaborate writing with high regard for form and the intricacies http://www.universalteacher.org.uk/poetry/m of meter and rhyme etaphys.htm#8  verse is often intentionally rough, perhaps explained in part  Luminarium: Donne: http://www.luminarium.org/sevenlit/donne/in by the dominance of eccentric thought over strict form, in dex.html part by the fact that irregularity suits the seriousness and  Luminarium: Metaphysicals: perplexity of life, with the realistic method, with the spirit of http://www.luminarium.org/sevenlit/metaphys revolt, and with the sense of an argument expressed in ical.htm speech rather than song  IPL: Online Literary Criticism: http://www.ipl.org/div/litcrit/bin/litcrit.out.pl? Together the whole class will read and interpret several metaphysical love au=don-12 poems by John Donne (“A Valediction: Forbidding Mourning and A  The Literature Network: Donne Biography and Valediction: Of Weeping”), focusing on identifying and analyzing E-Texts of Works: http://www.online- distinctive elements and devices (e.g., the metaphysical conceit) used by literature.com/donne/ the metaphysical poets as well as paying close attention to poetic  Web English Teacher: Poetry: http://www.webenglishteacher.com/poetry.ht elements such as speaker, audience, tone, and theme. Each student will ml individually read and analyze another John Donne metaphysical love poem and create a graphic organizer (view literacy strategy descriptions), a bubble cluster, that illustrates his/her analysis, particularly of elements such as imagery and the conceit. In this organizer, students will identify the idea or theme being explored, such as love, and place it in the center of the organizer, then identify the elements, images, and conceits which demonstrate the poet’s ideas about/portrayal of love and place them in ENGLISH IV  FIRST TERM  2011-2012 49 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 the clusters which branch from the center bubble. Teachers will distribute the Bubble Cluster BLM to students for their completion after s/he has demonstrated the process with the Valediction: Forbidding Mourning Graphic Organizer BLM.

Students will then follow the same procedure with metaphysical religious poems, the holy sonnets by Donne, reading and analyzing several as a class and then one individually. The students will submit a completed graphic organizer and a written analysis for their individual poems. The teacher should allow for student choice in selecting the type of graphic organizer to be used.

LCC UNIT 4 Activity 11: A Grave Matter GLE GLE/RESOURCES # Materials List: paper, pen, Donne and Thomas BLM, Reader’s Response 02c. Analyze the significance of complex literary Criticism Rubric BLM and rhetorical devices in American, British, or world texts, including metaphysical Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- conceits (ELA-1-H2) hscurriculum/ 03a. Draw conclusions and make inferences HOLT Interactive Graphic Organizers @ about ideas and information in complex http://my.hrw.com/nsmedia/intgos/html/igo.htm texts in oral and written responses, Holt Writing Models @ http://go.hrw.com/eolang/modbank/ including fiction/nonfiction (ELA-1-H3) 03b. Draw conclusions and make inferences HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ about ideas and information in complex Content Literacy Strategies Interactive texts in oral and written responses, http://www.vrml.k12.la.us/cc/18str/18str.htm. including drama/poetry (ELA-1-H3) 07c. Analyze and synthesize in oral and written Using the Donne and Thomas BLMs provided, students will read Donne’s responses distinctive elements (e.g., structure) of a variety of literary forms and “Death, Be Not Proud” and then compare and contrast Donne’s view of types, including forms of lyric and narrative death in this poem with Dylan Thomas’ view of death in “Do Not Go poetry - the ballad, sonnets, pastorals, Gentle Into That Good Night.” How do the two poets see death in a elegies, and the dramatic monologue similar fashion and how do their views differ? Consider purpose and 09d. Demonstrate understanding of information in American, British, and world literature audience as well as the content of the poems. After a meaningful class using a variety of strategies - evaluating the discussion on these two works, the teacher will introduce Donne’s author’s use of complex literary elements sermon, “Meditation 17.” Students will read this work and offer ideas as (e.g., symbolism, themes, characterization, to how it connects to the other two. Once students have an ideas) (ELA-7-H1) understanding of “Meditation 17,” the teacher will ask students to find a 09e. Demonstrate understanding of information in American, British, and world literature contemporary or modern poem that expresses a view of death and to using a variety of strategies - comparing consider the following questions in class discussion: How does the and contrasting major periods, themes, modern view differ from the others? What does this difference say about styles, and trends within and across texts the time periods from which the pieces come? Finally, students will 20a. Write for various purposes, including create a graphic organizer (view literacy strategy descriptions) that interpretations/explanations that connect life experiences to works of American, connects the work of Donne, Thomas, and a separate selection. The British, and world literature (ELA-2-H6) graphic should compare and contrast the presentation of a particular subject, theme, and purpose across all works. For assessment, the teacher For information on Reader’s Response will use a rubric that encompasses neatness, creativity, composition, Criticism, teachers might refer to Bedford interpretation, and clarity of presentation. St. Martin’s VirtuaLit site, which includes a model essay: Once students have explored the ideas presented, they should be asked http://bcs.bedfordstmartins.com/Virtualit/ to reflect upon the one work that resonated the most within them. While poetry/critical_define/crit_reader.html no one likes to focus on the idea of death, we have all, as Donne says, experienced death or will at some time. The teacher should lead students

ENGLISH IV  FIRST TERM  2011-2012 50 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 through the following process to complete a reader’s response criticism on this work. This exercise will allow students to analyze the work and an idea from the work within their own lives.

While the theory behind Reader’s Response Criticism can be quite complex, the basic premise is that the reader dictates the meaning derived from a text and that there is, in fact, no one set meaning, rather meanings, dependent upon what a reader may or may not “bring to the text.” In this vein, students are allowed to explore a text from a personal vantage point, allowing their own experience to drive their interpretations of a complex text.

The teacher will lead students to develop an essay that includes the following:  the dominant impression the selection made on the student (the point that the student gained from reading, the one that resonated within them as they read)  the definition of what that point or impression is  the textual evidence that supports their thought (what in the text created the realization or idea within the student)  the relevance to the particular student (why does it have meaning?)

The teacher will assess these responses using the Reader’s Response Criticism Rubric BLM.

LCC UNIT 4 Activity 12: The Cavalier Poets GLE GLE/RESOURCES # Materials List: teacher background notes on the Cavalier poets, paper, 05. Analyze and critique the impact of historical pen, M/C RAFT Rubric BLM periods, diverse ethnic groups, and major influences (e.g., philosophical, political, Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- religious, ethical, social) on American, hscurriculum/ British, or world literature in oral and HOLT Interactive Graphic Organizers @ written responses (ELA-6-H1) http://my.hrw.com/nsmedia/intgos/html/igo.htm 06. Analyze and explain the significance of Holt Writing Models @ http://go.hrw.com/eolang/modbank/ literary forms, techniques, characteristics, and recurrent themes of major literary HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ periods in ancient, American, British, or Content Literacy Strategies Interactive world literature (ELA-6-H2) http://www.vrml.k12.la.us/cc/18str/18str.htm. 07c. Analyze and synthesize in oral and written responses distinctive elements (e.g., The teacher will introduce Cavalier poetry and the carpe diem theme, structure) of a variety of literary forms and types, including forms of lyric and narrative noting particularly the characteristics most fitting to this school of poetry such as the ballad, sonnets, thought: pastorals, elegies, and the dramatic  lighthearted in tone monologue (ELA-6-H3)  graceful, melodious, and polished in manner 09c. Demonstrate understanding of information in American, British, and world literature  artfully shows Latin classical influence using a variety of strategies, for example, making inferences and drawing conclusions ENGLISH IV  FIRST TERM  2011-2012 51 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012  sometimes licentious and cynical or epigrammatic and witty (ELA-7-H1)  often “occasional” poems 09d. Demonstrate understanding of information in American, British, and world literature  common themes: love, war, chivalry, and loyalty to the king using a variety of strategies, for example,  lyrics often embody the “carpe diem” philosophy evaluating the author’s use of complex literary elements (e.g., symbolism, themes, Students will read poems of the Cavalier poets, such as: characterization, ideas) (ELA-7-H1) 09e. Demonstrate understanding of information  “To Lucasta, Upon Going to Wars” by Richard Lovelace in American, British, and world literature  “Why So Pale and Wan” by Sir John Suckling using a variety of strategies, for example,  “To The Virgins, to Make Much of Time” by Robert Herrick comparing and contrasting major periods, themes, styles, and trends within and across texts (ELA-7-H1) Students will identify distinctive literary elements and devices in these poems. Then, students will compare and contrast elements such as theme Develop writing/compositions using a and style across poems. Students will select one poem, analyze it variety of complex literary and thoroughly, and use it as a model to write an individual poem that reflects rhetorical devices (ELA-2-H5) the common carpe diem theme. Students will use the following process to 19d. Extend development of individual style to include vocabulary and phrasing that reflect complete this activity: the character and temperament (voice) of  Read and study a particular Cavalier poem, noting form, style, the writer (ELA-2-H5) theme, and format.  Brainstorm a list of possible topics appropriate for conveying the carpe diem theme, then focusing on one for development into a poem.  Compose an original poem.

The teacher will use a rubric that encompasses form, format, style, and theme, as well as overall originality and creativity. As a culminating activity for the Cavalier and the Metaphysical Poets, the teacher will engage students in a RAFT writing (view literacy strategy descriptions) activity. RAFT provides an opportunity for students to focus on perspective writing while sharing what they know about the content at hand. For this activity, the teacher will ask that students reflect upon one of the poems of the Metaphysicals or the Cavaliers that they found interesting or they liked. They should review the poem aloud, making sure to identify the speaker, the intended audience, and the message of the poem. The students will write use the following as a guide for their writing:

 R (role) = audience/recipient of the poem  A (audience) = a dear friend  F (format) = a letter  T (topic) = explaining their response (reaction) to what the speaker said to them in the poem

For example, a student might look at the idea of leave-taking in Donne’s “Valediction, Forbidding Mourning” or in Lovelace’s “To Lucasta, on Going to the Wars.” The role they would take would be the lover who is the intended audience for either poem. They would write a letter to their friend explaining how they felt when they received the information given in the poem (Donne’s lover should see that he is trying to say theirs is the deepest of loves and there is no reason to mourn when their love will handle the separation; Lovelace’s lover might see that he cares most for

ENGLISH IV  FIRST TERM  2011-2012 52 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 his loyalty to his country and, in a way, sets their love aside for what he deems a greater love.). Teachers should allow students to share their RAFTs with a partner or the class. This activity will allow teachers to assess students’ understanding of both poetry studies. They should use the M/C RAFT Rubric BLM to assess these letters. Resources for the study of the Cavalier Poets:  Web English Teacher: Poetry: http://www.webenglishteacher.com/poetry.html Luminarium: The Cavalier Poets: http://www.luminarium.org/sevenlit/cavalier.htm

LCC UNIT 4 Activity 13: Ben Jonson’s Literary Works GLE GLE/RESOURCES # Materials List: teacher background notes on Ben Jonson, paper, 05. Analyze and critique the impact of historical periods, diverse ethnic groups, and major pen, Writing Rubric BLM influences (e.g., philosophical, political, Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela- religious, ethical, social) on American, hscurriculum/ British, or world literature in oral and HOLT Interactive Graphic Organizers @ written responses (ELA-6-H1) http://my.hrw.com/nsmedia/intgos/html/igo.htm 07b. Analyze and synthesize in oral and written responses distinctive elements (e.g., Holt Writing Models @ http://go.hrw.com/eolang/modbank/ structure) of a variety of literary forms and HOLT Literature & Language Arts http://hlla.hrw.com/hlla/ types, including epic poetry such as Content Literacy Strategies Interactive Beowulf (ELA-6-H3) http://www.vrml.k12.la.us/cc/18str/18str.htm. 09a. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, The teacher will facilitate an introduction to the study of Ben interpreting and evaluating presentation of Jonson and his place in English literary history as the founder of the events and information (ELA-7-H1) 09c. Demonstrate understanding of information Sons of Ben. Working individually, students will locate and note in American, British, and world literature additional facts about Jonson’s life in print, electronic, and Web using a variety of strategies, for example, sources and report to the class. Students will read and analyze making inferences and drawing conclusions (ELA-7-H1) three to four poems by Jonson, for example: 09d. Demonstrate understanding of information  “On My First Son” in American, British, and world literature  “Song: To Celia” using a variety of strategies, for example, evaluating the author’s use of complex  “To the Memory of My Beloved Master, William literary elements (e.g., symbolism, themes, Shakespeare” characterization, ideas) (ELA-7-H1)  “It is Not Growing Like a Tree” 20a. Write for various purposes, including interpretations/explanations that connect  “Queen and Huntress” life experiences to works of American, British, and world literature (ELA-2-H6) As students read, they should record their analysis and responses 35a. Locate, analyze, and synthesize information from a variety of complex resources, using split-page notetaking (view literacy strategy descriptions). including multiple print texts (e.g., This strategy will allow them to record the titles of the poems encyclopedias, atlases, library catalogs, studied in the left hand column, notes on readings in the right hand specialized dictionaries, almanacs, technical encyclopedias, and periodicals) (ELA-5-H2) column, then questions that come from their review of their notes 35b. Locate, analyze, and synthesize information in the left hand column. Dependent upon the selections studied, from a variety of complex resources, the teacher will lead students to see the varying forms used by including electronic sources (e.g., Web sites or databases) (ELA-5-H2) Jonson and how these forms affect the message of each poem. For example, in “On My First Son,” Jonson employs one of his favorite verse forms, the couplet, which allows him to exert discipline over

ENGLISH IV  FIRST TERM  2011-2012 53 English IV British Literature FIRST TERM FALL (Aug 15-Dec 22) SPRING (Jan 6-Mar 14) 2011-2012 thought and emotion. By looking at both the meaning of the poem and how that meaning is conveyed, students will be able to see the depth and complexity of Ben Jonson. Students will be led to understand how specific elements and events relate to Jonson’s life and the times in which he lived. Students will then develop a three- to four-paragraph essay on this topic: Is Jonson’s work representative of his life and his time period? Explain your answer using specific references from his work as support. The teacher will assess this essay using the Writing Rubric BLM, which is provided.

LCC UNIT 4 Activity 14: Responding to the Seventeenth Century GLE # GLE/RESOURCES Materials List: paper, pen 20a. Write for various purposes, including Reflecting upon the Seventeenth Century, choose one work that interpretations/explanations that connect life experiences to works of American, helped you clarify some belief or led you to a new thought. Write British, and world literature (ELA-2-H6) about this experience in a one-page/one-side response.

ENGLISH IV  FIRST TERM  2011-2012 54