PLATO Courses British Literature, Semester A

PLATO® Courses Teacher’s Guide—World History Before 1815 PLATO® Course

r e t s e m e S

, e r u A t a r e t i L

h s i t i r B

Teacher’s Guide

Contents British Literature, Semester A

Course Components...... 3 British Literature, Semester A, Curriculum Contents and Pacing Guide...... 5

2 PLATO® Courses British Literature, Semester A

Course Components

Lesson Activities and Assessments  Lesson Tutorials. Tutorials provide direct instruction on the lesson topic. Students explore the content through the tutorial and then apply their knowledge in the lesson quiz and lesson submission.  Lesson Quizzes. Lesson quizzes are assessments designed to measure students’ mastery of lesson objectives. A lesson quiz consists of a set of multiple-choice items that are graded by the system.  Lesson Submissions. Lesson submissions are designed to measure students’ mastery of lesson objectives. Submissions consist of a set of subjective questions. Students submit these essay-type questions for grading through the Digital Drop Box. Teachers score submissions based on the subjective assessment rubric provided below.

Course-Level Assessments  Midterms. Midterms are designed to ensure that students are retaining what they have learned. Midterms consists of a set of multiple-choice items that are graded by the system.  Final Exams. Final exams are designed to ensure that students have learned and retained the critical course content. Final exams consist of a set of multiple-choice items that are graded by the system.

Subjective Assessment Subjective assessment activities (such as lesson submissions) are designed to address higher-level thinking skills and operations. Subjective assessment activities employ the Digital Drop Box, which enables students to submit work in a variety of electronic formats. This feature allows for a wide range of authentic learning and assessment opportunities for courses.

Instructors can score students’ work on either a 4-point rubric or a scale of 0 to 100. A sample rubric is provided here for your reference.

Subjective Assessment Rubric (Sample) D/F 0–69 C 70–79 B 80–89 A 90–100 Below Basic Proficient Outstanding Expectations Relevance of The response does The response is The response is The response is Response not relate to the not on topic or is generally related consistently on topic topic or is too brief or low to the topic. and shows insightful inappropriate or level. The thought about the irrelevant. response may be content. of little value (e.g., a yes or no answer). Content of Ideas are not Presentation of Ideas are Ideas are expressed Response presented in a ideas is unclear, presented clearly, with an coherent or logical with little coherently, obvious connection manner. There are evidence to back although there is to the topic. There many grammar or up ideas. There are some lack of are rare instances of spelling errors. grammar or connection to the grammar or spelling spelling errors. topic. There are errors. few grammar or spelling errors.

British Literature, Semester A, Curriculum Contents and Pacing Guide

This semester of the course covers three main topics: literature, writing, and language. Several of the literature lessons also include Writing Workshops designed to keep the students’ writing skills sharp as they progress through the course.

The course has 19 lessons that follow a chronological format (the sequence of the lessons corresponds to the sequence of the major historical movements of Great Britain). A suggested pacing guide is provided here.

Day Activity/Objective Common Core State Standards Type

1 day: Syllabus and Plato Course Orientation 1 Student Orientation Review the Plato Student Orientation and Course Syllabus at the beginning of this course

4 days: History of the English RL.11-12.2. Determine two or more Lesson 2–5 Language themes or central ideas of a text and analyze their development over the course  Identify the three stages of of the text, including how they interact and the English language. build on one another to produce a complex  Identify and outline key account; provide an objective summary of periods of influence on the the text. English language such as that of the Angles, Saxons, Jutes, Frisians, RL.11-12.10. By the end of grade 11, read Danes, and Norman and comprehend literature, including stories, French. dramas, and poems, in the grades 11-CCR  Summarize the history text complexity band proficiently, with and characteristics of the scaffolding as needed at the high end of the Anglo-Saxon period. range.  Explain the significance of Bede and An Ecclesiastical History of RI.11-12.2. Determine two or more central the English People. ideas of a text and analyze their  Analyze excerpts from development over the course of the text, Bede’s An Ecclesiastical including how they interact and build on one History of the English another to provide a complex analysis; People. provide an objective summary of the text.  Explain how “The Story of Caedmon” is an example RI.11-12.8. Delineate and evaluate the of an early miracle play. reasoning in seminal U.S. texts, including  Define new vocabulary the application of constitutional principles

terms. and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.11-12.2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.11-12.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.3a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W.11-12.3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.11-12.3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

W.11-12.3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.11-12.3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

L.11-12.1b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

L.11-12.4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.11-12.4d. Verify the preliminary

determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

4 days: Writing—Real-World W.11-12.1c. Use words, phrases, and Lesson 6–9 Documents clauses as well as varied syntax to link the major sections of the text, create cohesion,  Complete a job and clarify the relationships between application. claim(s) and reasons, between reasons and  Compose a résumé. evidence, and between claim(s) and  Compose a cover letter. counterclaims.  Apply essential interview tips.  Compose a thank you W.11-12.2a. Introduce a topic; organize letter. complex ideas, concepts, and information so  Organize an outline of a that each new element builds on that which personal essay. precedes it to create a unified whole; include  Compose, edit, and revise formatting (e.g., headings), graphics (e.g., a personal essay. figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.11-12.2d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

W.11-12.2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SL.11-12.1b. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.

SL.11-12.1c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SL.11-12.1d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

L.11-12.1a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.11-12.3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

5 days: Beowulf RL.11-12.2. Determine two or more Lesson 10–14  Describe the themes or central ideas of a text and characteristics of epic analyze their development over the course poetry. of the text, including how they interact and  Describe the build on one another to produce a complex characteristics of Old account; provide an objective summary of English poetry. the text.  Paraphrase the plot elements of Beowulf. RL.11-12.3. Analyze the impact of the  Identify epic and Old author’s choices regarding how to develop English characteristics and relate elements of a story or drama within Beowulf. (e.g., where a story is set, how the action is ordered, how the characters are introduced  Identify the influence of and developed). the Anglo-Saxon Period on Beowulf.  Define and identify the RL.11-12.4. Determine the meaning of characteristics of an epic words and phrases as they are used in the hero. text, including figurative and connotative meanings; analyze the impact of specific  Distinguish between the word choices on meaning and tone, characters and tribes including words with multiple meanings or in Beowulf. language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American

literature, including how two or more texts from the same period treat similar themes or topics.

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.11-12.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

W.11-12.1a. Introduce precise,

knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.11-12.1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

W.11-12.1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.1e. Provide a concluding statement or section that follows from and supports the argument presented.

L.11-12.4b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

L.11-12.4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.11-12.4d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.11-12.5a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

5 days: Language—Basic W.11-12.2c. Use appropriate and varied Lesson 15–19 Elements of Sentences transitions and syntax to link the major sections of the text, create cohesion, and  List and define the eight clarify the relationships among complex parts of speech. ideas and concepts.  Define subjects and predicates. L.11-12.3a. Vary syntax for effect,  Distinguish between sentences and phrases. consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply  Distinguish between an understanding of syntax to the study of transitive and intransitive complex texts when reading. sentences.  Identify the parts of sentences, including L.11-12.4a. Use context (e.g., the overall subjects, predicates, meaning of a sentence, paragraph, or text; a direct objects, indirect word’s position or function in a sentence) as objects, prepositional a clue to the meaning of a word or phrase. phrases, predicate nominatives, and predicate adjectives.  Explain normal and inverted sentence order.  Diagram sentences.

4 days: Medieval Period and RL.11-12.4. Determine the meaning of Lesson 20–23 Ballads words and phrases as they are used in the text, including figurative and connotative  Identify key events in the meanings; analyze the impact of specific medieval period. word choices on meaning and tone,  Summarize the history of including words with multiple meanings or the medieval period. language that is particularly fresh, engaging,  Arrange events from the or beautiful. (Include Shakespeare as well medieval period as other authors.) chronologically.  Explain the influence of RL.11-12.10. By the end of grade 11, read the medieval period on the and comprehend literature, including stories, development of ballads. dramas, and poems, in the grades 11-CCR  Recall the history of text complexity band proficiently, with ballads. scaffolding as needed at the high end of the  List and identify the range. characteristics of ballads within specific reading RI.11-12.8. Delineate and evaluate the selections. reasoning in seminal U.S. texts, including  Substitute words in Old the application of constitutional principles and Middle English with and use of legal reasoning (e.g., in U.S. Modern English terms. Supreme Court majority opinions and dissents) and the premises, purposes, and

 Identify characteristics arguments in works of public advocacy (e.g., specific to ballads in The Federalist, presidential addresses). selected texts.  Define new vocabulary RI.11-12.10. By the end of grade 11, read terms. and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

L.11-12.4d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary).

4 days: Sir Gawain and the Green RL.11-12.1. Cite strong and thorough Lesson 24–27 Knight textual evidence to support analysis of what  Describe the history of the text says explicitly as well as inferences feudalism and hierarchy. drawn from the text, including determining  State and identify the where the text leaves matters uncertain. characteristics of medieval romances. RL.11-12.3. Analyze the impact of the  Distinguish between author’s choices regarding how to develop medieval romances and and relate elements of a story or drama epic poems. (e.g., where a story is set, how the action is  Paraphrase the legend of ordered, how the characters are introduced King Arthur. and developed).  Relate the legend of King Arthur to the story of Sir RL.11-12.4. Determine the meaning of Gawain. words and phrases as they are used in the  Identify the use of text, including figurative and connotative alliteration, bob and meanings; analyze the impact of specific wheel, and symbolism word choices on meaning and tone, in Sir Gawain and the including words with multiple meanings or Green Knight. language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well  Identify the main as other authors.) characters in Sir Gawain and the Green Knight.  Define new vocabulary RL.11-12.10. By the end of grade 11, read terms. and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

L.11-12.1b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed.

5 days: Language—Writing W.11-12.2c. Use appropriate and varied Lesson 28–32 Grammatically Correct transitions and syntax to link the major sections of the text, create cohesion, and Sentences clarify the relationships among complex  Summarize the basic rules ideas and concepts. of capitalization.  Punctuate sentences Develop and strengthen writing correctly using commas, W.11-12.5. semicolons, hyphens, as needed by planning, revising, editing, dashes, ellipses, quotation rewriting, or trying a new approach, focusing marks, and apostrophes. on addressing what is most significant for a specific purpose and audience.  Use coordinating conjunctions to combine sentences. W.11-12.6. Use technology, including the  Correct common errors in Internet, to produce, publish, and update writing, including run-on individual or shared writing products in sentences, sentence response to ongoing feedback, including fragments, comma new arguments or information. splices, nonparallel structure, and errors in L.11-12.1a. Apply the understanding that agreement. usage is a matter of convention, can change  Explain rules of over time, and is sometimes contested. agreement between subjects and verbs and pronouns and L.11-12.2a. Observe hyphenation antecedents. conventions.  Revise and correct poorly written sentences. L.11-12.3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

L.11-12.4a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

5 days: Chaucer and The RL.11-12.2. Determine two or more Lesson 33–37 Canterbury Tales themes or central ideas of a text and  Explain how Thomas à analyze their development over the course Becket influenced of the text, including how they interact and pilgrimages to Canterbury. build on one another to produce a complex account; provide an objective summary of  Summarize the life and the text. times of Geoffrey Chaucer.  Apply the differences in RL.11-12.3. Analyze the impact of the didactic and non-didactic author’s choices regarding how to develop to The Canterbury Tales. and relate elements of a story or drama (e.g., where a story is set, how the action is  Summarize the “General ordered, how the characters are introduced Prologue.” and developed).  List the characteristics of an exemplum. Determine the meaning of  Identify symbolism in the RL.11-12.4. “General Prologue” and words and phrases as they are used in the in The Canterbury Tales. text, including figurative and connotative meanings; analyze the impact of specific  Recognize the use of word choices on meaning and tone, triple negatives. including words with multiple meanings or  Break down the plots and language that is particularly fresh, engaging, moral teachings of “The or beautiful. (Include Shakespeare as well Pardoner’s Tale” and “The as other authors.) Nun’s Priest’s Tale.”  Define new vocabulary RL.11-12.6. Analyze a case in which terms. grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

L.11-12.4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of

a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

4 days: The Development of RL.11-12.2. Determine two or more Lesson 38–41 Theater themes or central ideas of a text and analyze their development over the course  Describe and distinguish of the text, including how they interact and between tropes, mystery build on one another to produce a complex plays, morality plays, and account; provide an objective summary of interludes. the text.  Recognize the memento mori theme in Everyman. RL.11-12.9. Demonstrate knowledge of  Paraphrase the plot elements in Everyman. eighteenth-, nineteenth- and early-twentieth- century foundational works of American  Define and recognize the literature, including how two or more texts characteristics of a naive from the same period treat similar themes or allegory. topics.  Define new vocabulary terms. RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.11-12.10. Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

1 day: Midterm Assessmen 42 t

4 days: Writing—Analytical RL.11-12.1. Cite strong and thorough Lesson 43–46 Essays textual evidence to support analysis of what the text says explicitly as well as inferences  List the elements of a drawn from the text, including determining typical five-paragraph where the text leaves matters uncertain. essay.  Define the term analysis as it relates to literature. RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem  Review the writing process. (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how  Discuss elements of a each version interprets the source text.

strong introduction and (Include at least one play by Shakespeare conclusion. and one play by an American dramatist.)  Use transitional words to improve the tone and flow RI.11-12.1. Cite strong and thorough of writing. textual evidence to support analysis of what  Plan and organize an the text says explicitly as well as inferences analytical essay. drawn from the text, including determining  Compose an analytical where the text leaves matters uncertain. essay.  Describe the traits of a RI.11-12.9. Analyze seventeenth-, properly sourced eighteenth-, and nineteenth-century composition. foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

W.11-12.1a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.11-12.1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

W.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing.

W.11-12.1e. Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.2c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

L.11-12.1a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

5 days: Introduction to the RL.11-12.2. Determine two or more Lesson 47–51 English Renaissance themes or central ideas of a text and analyze their development over the course  Define the term of the text, including how they interact and renaissance. build on one another to produce a complex  Identify key historic events account; provide an objective summary of that contributed to the the text. Renaissance in Britain.  Identify classical Analyze the impact of the influences on British RL.11-12.3. literature during the author’s choices regarding how to develop and relate elements of a story or drama Renaissance. (e.g., where a story is set, how the action is  Explain the worldview of ordered, how the characters are introduced

the Elizabethans. and developed).  Summarize the life of Christopher Marlowe. RL.11-12.4. Determine the meaning of  Describe the protagonist words and phrases as they are used in the in The Tragical History of text, including figurative and connotative Doctor Faustus. meanings; analyze the impact of specific  Summarize the basic plot word choices on meaning and tone, of The Tragical History of including words with multiple meanings or Doctor Faustus. language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well  Identify the main themes, as other authors.) motifs, and symbols in The Tragical History of Doctor Faustus. RL.11-12.9. Demonstrate knowledge of  Compare The Tragical eighteenth-, nineteenth- and early-twentieth- History of Doctor century foundational works of American Faustus to Everyman. literature, including how two or more texts  Define new vocabulary from the same period treat similar themes or terms. topics.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

tasks, purposes, and audiences.

4 days: Sonnets RL.11-12.4. Determine the meaning of Lesson 52–55  Recount the history of words and phrases as they are used in the sonnets. text, including figurative and connotative meanings; analyze the impact of specific  Compare and contrast the word choices on meaning and tone, structures of the including words with multiple meanings or Petrarchan and language that is particularly fresh, engaging, Shakespearean sonnets. or beautiful. (Include Shakespeare as well  Recognize and create as other authors.) parallelism and its effects in poetry. RL.11-12.10. By the end of grade 11, read  Explain the use of and comprehend literature, including stories, figurative language and dramas, and poems, in the grades 11-CCR imagery in selected text complexity band proficiently, with sonnets. scaffolding as needed at the high end of the  Identify alliteration and range. assonance and their effects in sonnets. Use words, phrases, and  Write a Petrarchan W.11-12.1c. sonnet. clauses as well as varied syntax to link the major sections of the text, create cohesion,  Define new vocabulary and clarify the relationships between terms. claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

5 days: Language—Writing W.11-12.1c. Use words, phrases, and Lesson 56–60 Varied Sentences clauses as well as varied syntax to link the major sections of the text, create cohesion,  Identify the four sentence and clarify the relationships between types by purpose: claim(s) and reasons, between reasons and declarative, imperative, evidence, and between claim(s) and interrogative, and counterclaims. exclamatory.  Distinguish between and compose sentences by W.11-12.5. Develop and strengthen writing verb type: transitive, as needed by planning, revising, editing, intransitive, and linking rewriting, or trying a new approach, focusing verb sentences. on addressing what is most significant for a specific purpose and audience.  Distinguish between phrases, clauses, and sentences. W.11-12.6. Use technology, including the  Distinguish between Internet, to produce, publish, and update sentence structures: individual or shared writing products in simple, compound, and response to ongoing feedback, including complex. new arguments or information.  Punctuate complex sentences correctly using L.11-12.1a. Apply the understanding that commas, semicolons, usage is a matter of convention, can change conjunctions, and over time, and is sometimes contested. conjunctive adverbs.  Revise paragraphs by using a variety of L.11-12.3a. Vary syntax for effect, sentence types and consulting references (e.g., Tufte’s Artful

structures. Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

4 days: Hamlet, Act I RL.11-12.1. Cite strong and thorough Lesson 61–64  Relate the history of the textual evidence to support analysis of what Globe Theater to the text says explicitly as well as inferences Shakespeare and the rise drawn from the text, including determining of theater during the where the text leaves matters uncertain. Renaissance.  Summarize RL.11-12.3. Analyze the impact of the Shakespeare’s career as author’s choices regarding how to develop a dramatist. and relate elements of a story or drama  Explain the importance of (e.g., where a story is set, how the action is Queen Elizabeth’s ordered, how the characters are introduced patronage of the arts. and developed).  Compare and contrast comedies and tragedies. RL.11-12.3. Analyze the impact of the  Define new vocabulary author’s choices regarding how to develop terms. and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

5 days: Hamlet, Acts II and III RL.11-12.1. Cite strong and thorough Lesson 65–69  Summarize Act I textual evidence to support analysis of what of Hamlet. the text says explicitly as well as inferences drawn from the text, including determining  Infer settings from where the text leaves matters uncertain. dialogue.  Analyze characterization and motivation in Hamlet. RL.11-12.2. Determine two or more themes or central ideas of a text and  Apply knowledge of analyze their development over the course internal conflict to of the text, including how they interact and characters in Hamlet. build on one another to produce a complex  Paraphrase and organize account; provide an objective summary of the plot elements the text. in Hamlet.  Define new vocabulary Analyze the impact of the terms. RL.11-12.3. author’s choices regarding how to develop

and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

5 days: Hamlet, Acts IV and V RL.11-12.1. Cite strong and thorough Lesson 70–74  Summarize Acts II and III textual evidence to support analysis of what of Hamlet. the text says explicitly as well as inferences drawn from the text, including determining  Identify key plot points in where the text leaves matters uncertain. Acts IV and V of Hamlet.  Create a plot diagram for Hamlet. RL.11-12.2. Determine two or more themes or central ideas of a text and  Identify external conflict analyze their development over the course in Hamlet. of the text, including how they interact and  Analyze character build on one another to produce a complex development in Hamlet. account; provide an objective summary of  Define the term “tragic the text. flaw.”  Explain how Hamlet is a RL.11-12.3. Analyze the impact of the tragic hero.

 Define new vocabulary author’s choices regarding how to develop terms. and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

4 days: The Metaphysicals RL.11-12.2. Determine two or more Lesson 75–78  Summarize the history of themes or central ideas of a text and the Jacobean and analyze their development over the course Carolinian Periods. of the text, including how they interact and build on one another to produce a complex  Define and identify account; provide an objective summary of conceits, scientific the text. imagery, dramatic monologues, common language, cacophonous RL.11-12.3. Analyze the impact of the language, paradoxes, author’s choices regarding how to develop puns, verbal wit, and and relate elements of a story or drama hyperboles within the (e.g., where a story is set, how the action is context of Metaphysical ordered, how the characters are introduced poetry. and developed).  Evaluate the similarities

and differences in the RL.11-12.4. Determine the meaning of poetry of John Donne, words and phrases as they are used in the Andrew Marvell, and text, including figurative and connotative George Herbert. meanings; analyze the impact of specific  Define new vocabulary word choices on meaning and tone, terms. including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6. Determine an author’s point of

view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

5 days: The Roots of RL.11-12.3. Analyze the impact of the Lesson 79–83 Neoclassicism author’s choices regarding how to develop and relate elements of a story or drama  Identify the characteristics (e.g., where a story is set, how the action is of early Neoclassicism. ordered, how the characters are introduced  Compare and contrast the and developed). traits of Neoclassical poems and Metaphysical poems. RL.11-12.4. Determine the meaning of words and phrases as they are used in the  Define and identify the use of balance, meter, text, including figurative and connotative meanings; analyze the impact of specific rhythm, rhyme, consistency, and word choices on meaning and tone, including words with multiple meanings or symmetry within early Neoclassical writing. language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well  Recognize the use of as other authors.) literary devices in Ben Jonson’s poetry.  Compare and contrast RL.11-12.5. Analyze how an author’s Jonson’s Neoclassical choices concerning how to structure specific style with that of the parts of a text (e.g., the choice of where to Metaphysical John Donne. begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its  Define and identify overall structure and meaning as well as its allegory in The Pilgrim’s aesthetic impact. Progress.  Analyze Neoclassical works by Ben Jonson and RL.11-12.10. By the end of grade 11, read John Bunyan. and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR Define new vocabulary  text complexity band proficiently, with terms. scaffolding as needed at the high end of the range.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the

power, persuasiveness or beauty of the text.

W.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

5 days: John Milton RL.11-12.2. Determine two or more Lesson

84–88  Summarize the history of themes or central ideas of a text and Oliver Cromwell and the analyze their development over the course Restoration. of the text, including how they interact and  Recount the life of John build on one another to produce a complex Milton. account; provide an objective summary of the text.  Identify rhyming couplets in “On Shakespeare.”  Analyze the similarities RL.11-12.3. Analyze the impact of the and differences in author’s choices regarding how to develop “L’Allegro” and “Il and relate elements of a story or drama Penseroso.” (e.g., where a story is set, how the action is ordered, how the characters are introduced  Define and identify the and developed). use of blank verse, enjambment, complex syntax, and elevated style RL.11-12.4. Determine the meaning of in Paradise Lost. words and phrases as they are used in the  Define new vocabulary text, including figurative and connotative terms. meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11â€“CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

1 day: Semester Review 89

1 day: Final Exam Assessmen 90 t