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Unit #2: “Ambitious Love”

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Unit #2: “Ambitious Love” Unit EQ How can the reading of and response to literature help us find a connection between a culture and its individuals? Unit Title: Unit #2: “Ambitious Love” Grade: British Literature – 12th grade Unit Overview Time Frame: 4 - 5 weeks Emphasis: The Renaissance As they read and study various selections of British literature, students will discuss and write about Big Ideas: cultural influences and characterization, analysis of text, universal themes that reflect cultures and various composition, discourse other influences on characters. CONTENT MAP Themes: Standard • Ambition Level of Learning • Struggle with psychological and Genres: Addressed supernatural forces. Drama LSV 2:II Generating. • Courtly Love Poetry (sonnets) Integrating, • Metaphysical Essays Evaluation • Spiritual RL1:I d-f Analysis, • Physical Generating, • Passage of time and death Integrating, • Love Evaluation RL1:III Analysis, Generating, Integrating, AMBITION Evaluation & RL1:IV Analysis, Generating, LOVE Integrating, Elements of Writing: Evaluation Classical Literary Rhetorical question RL2 Analysis, Elements Syllogism Generating • Tragic hero Aesthetic effect Integrating, • Catharsis Parallel structure Evaluation • Empathy Analogies RL4:b-g • Climax Evaluation • Conflict Enduring Understandings (Concepts/Big Ideas) Essential Questions Students will understand that… 1.classical tragedy is based on Aristotle’s “Poetics.” 1. How is the culture of a time period reflected in literature? 2.accomplished writers use a variety of tools to convey 2. How can I share my understanding of poetry and drama? meaning. 3. How do these literary periods differ from the Anglo- 3.literature is influenced by the cultures and society of the Saxon and Middle Ages? time period in which they are written. 4. How can a writer used literary devices for effectiveness? 4.through open dialogue, readers discover any given piece of literature can be interpreted in numerous ways. 5. How is culture depicted in literary works and contemporary media? 5. well-developed writing is supported by specific examples from the text on which it is focused. 6. the media of a given time period is influenced by the literary works of that time. AC = Assessment Code: I – Informal Knowledge and Skills SR – Selected Response CR – Constructed Response PA – Performance Assessment (formative) Students will know… (Acquisition lessons) AC Students will be able to… AC 1 the elements of classical tragedy. SR,I 1. identify tragic hero, catharsis, empathy, climax, SR,I 2. the dramatic elements and how they support conflict, hubris, monologue, soliloquy, aside, foil, and enhance interpretation. PA satire, and dramatic irony. 3. how to analyze character, structure and theme 2. use dramatic elements to defend their PA,I in drama and poetry. I interpretations. 4. the elements of poetry. 3. analyze poetry and drama for character, 5. how to use the poetic elements to support SR structure and theme. I,CR understanding. 4. identify the poetic elements of sound, form and SR,I 6. the elements of video production. PA figurative language. SR,PA 5. use the poetic elements to aid them in PA demonstrating and understanding. SR,PA 6. identify the elements of video production. ASSESSMENTS Informal: CLASS DISCUSSIONS, WORK SAMPLES, NOTEBOOKS Selected Response: MATCHING, MULTIPLE CHOICE, TRUE/FALSE, SHORT ANSWER, ESSAY Constructed Response: CONENT MAPS, GRAPHIC ORGANIZERS, COLLABORATIVE/RECIPROCAL GROUPS Performance Assessment (Authentic Use): Summative Assessment (GRASPS) Goal: Display knowledge and skills in the area of period analysis, literary elements in a written work and a well-developed, cohesive, persuasive style of writing. Role: Host, guests, bouncers, camera, costumes, advertiser Audience: TV audience (class) Situation: You are producing a television talk show, ala Jerry Springer, entitled “Men who are Bossed Around by Their Wives.” Product: A Television talk show (video taped) complete with commercial breaks based on the plot and characters of “Macbeth.” Standards/Criteria: A written script for the show. A video of the show. Interview Techniques. Commercials with appropriate products. Correlations Use numbers from Understandings, Knowledge, and Skills to Instructional Plan/Activities correlate (Activators, Teaching Strategies, Summarizers) Enduring Know Do Understandings (Acquisition) 1. Show the Polanski and Welles versions of “Macbeth” and have students 2,3,4 1,2,3 1,2,3 compare and contrast with the Shakespearian play. 2. Students will create a sonnet trilogoy on the topics of love, death and 3,5 4,5 3,4,5 time. 3. Graphic organizer of “Macbeth” for the elements of classical tragedy. 1 1,2 1,2 4. Graphic organizer on sonnet forms. 2,5 4,5 3,4,5 Differentiation: Resources: • Assessment of individual skills and learning styles. Text: Elements of Literature, Sixth Course • Independent reading list based on a variety of reading Literature of Britain with World Classics levels. Holt, Rhinehart and Winston • Individualized reading guides for in-class and project Teacher selected works from pp. 192-467 assignments. • Heterogeneous pairings for cooperative exercises. Macbeth • Direct instruction. Moll Flanders • Information processing strategies, to include KWL, webs, matrices and other graphic organizers. • Journals as inquiry-based learning. Key Terms: Courtly love Metaphysical love Tragic hero Catharsis Empathy Climax Conflict Hubris Monologue Soliloquy Aside Foil Satire Dramatic irony Spenserian sonnet Shakespearian sonnet Pastoral sonnet Italian/Petrarchan sonnet Couplet Quatrain Rhetorical question Syllogism Aesthetic effect Parallel structure Analogies Prepared by: Bogo, Yates & Reed .
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