Englewood Public School District English Language Arts Grade 12 – College Prep Third Marking Period

Unit 3: Innocence and Experience

Overview: In this unit, students will examine the Romantic period in Europe. Throughout the units students will strengthen their ability to analyze the various literary forms of Romanticism: poems, novels, and plays along with the fine arts and music.

Time Frame: 35-45 Days

Enduring Understandings: Social changes cause new literary periods to occur. Results of actions have consequences. Jealousy, betrayal and loyalty impact the decisions we make.

Essential Questions: What determines if a decision is good or bad? When can a mistake be positive? What is the connection between personal choices and the consequences of these choices?

Standards Topics and Objectives Activities Resources Assessments SL.11-12.1. Initiate and Topics Students will read Texts: Formative Assessments: participate effectively in a Romanticism “Romanticism” as an Songs of Innocence and • Do Nows range of collaborative introduction to the literary Experience, by William • Journals discussions (one-on- one, in Theme: Innocence and movement and take notes. Blake • Exit Tickets groups, and teacher-led) Experience (CRP4, CRP8, with peers on grades 11–12 6.2.12.D.2.d) From Innocence: Students will be topics, texts, and issues, Poetic Speaker • https://freeology.com/ • “The Echoing Green” evaluated on the quality building on others’ ideas graphicorgs/note- • “The Lamb” of their presentations. and expressing their own Twenty-First Century taking-organizer/ • “The Chimney clearly and persuasively. Themes and Skills include: Sweeper” Summative Assessment: • The Four C’s Student groups will • “The Little Boy Lost” Students will be RI.11-12.1. Accurately cite • Global Awareness research an aspect of • “The Little Boy Found” evaluated on the quality strong and thorough textual society during the • “The Divine Image” of their analytical essays. evidence, (e.g., via Romantic period and Objectives discussion, written response, develop and deliver a etc.), to support analysis of Students will understand the short multimedia From Experience: Benchmark what the text says explicitly primary characteristics of the presentation. (CRP4, • “Earth’s Answer” Assessment: as well as inferentially, Romantic Period. CRP7, 8.1.12.A.2, • “The Sick Rose” Common Formative including determining 6.2.12.D.2.d) • “The Garden of Love” Assessment where the text leaves Students will be able to • “The Chimney matters uncertain. evaluate the speaker’s As a class, students will Sweeper” Alternative persona in a poem. read Blake’s “There is No Assessments: • “A Little Girl Lost” RL.11-12.2. Determine two Natural Religion” and Students will present or more themes or central close-read the passage their multimedia “There is No Natural ideas of a text and analyze together. (CRP4, CRP8) presentations to the class. Religion,” A and B, by their development over the William Blake course of the text, including As a class, students will In small groups, students how they interact and build explicate “The Divine will discuss Blake’s term “Romanticism” on one another to produce a Image” to learn how to “Poetic Genius.” http://public.wsu.edu/~brian complex account; provide explicate a poem. (CRP4, s/hum_303/romanticism.ht an objective summary of the CRP8) Students will share their ml text. poetry explications with

In a short analytical essay, the class. Companion Texts: W.11-12.1. Write arguments students will compare and Scholastic Magazine to support claims in an contrast the speakers in analysis of substantive “The Chimney Sweeper” “The Age of topics or texts, using valid (from Innocence) and Enlightenment” reasoning and relevant and “The Chimney Sweeper” https://newsela.com/read/lib sufficient evidence. (from Experience) in light -history-enlightenment of Blake’s theme of

W.11-12.7. Conduct short as innocence vs. experience. well as more sustained (CRP4, CRP8, CRP11, research projects to answer 9.2.12.ED.2, 8.1.12.A.2) a question (including a self- • http://www.readwritet generated question) or solve hink.org/files/resource a problem; narrow or s/lesson_images/lesso broaden the inquiry when n378/venn.pdf appropriate; synthesize multiple sources on the Students will select an subject, demonstrating additional two poems understanding of the subject from Blake to explicate under investigation. (one from Innocence and one from Experience). (CRP4, CRP8) SL.11-12.1. Initiate and Topics Students will research Texts: Formative Assessments: participate effectively in a Themes: Limits of Goethe’s life and Faust, Part 1, by Johann • Do Nows range of collaborative Experience and Limits of background information Wolfgang von Goethe • Journals discussions (one-on- one, in Knowledge about Faust. (CRP4, • Exit Tickets groups, and teacher-led) CRP7) “The Devil and Tom with peers on grades 11–12 Dramatic Poetry Walker” by Washington Students will be topics, texts, and issues, Students will read Faust Irving evaluated on the quality building on others’ ideas Different Versions of the and respond to text- of their responses to the and expressing their own Same Story dependent questions. Companion Texts: text-dependent questions. clearly and persuasively. (CRP4, CRP8) Scholastic Magazine Twenty-First Century Summative RL.11-12.1. Cite strong and Themes and Skills include: After reading the dramatic “Faust” Assessments: thorough textual evidence • The Four C’s poem, students will https://www.britannica.com Students will be and make relevant • Global Awareness participate in a Socratic /topic/Faust-literary- evaluated on their connections to support Seminar concerning the character performance in the analysis of what the text Objectives question: “What are the Socratic Seminar. says explicitly as well as Students will gain an limits of human inferences drawn from the appreciation for how legends experience? Knowledge?” Students will be text, including determining inspire literary works. (CRP4, CRP8) evaluated on the quality where the text leaves of their analytical essays. matters uncertain. Students will be able to Students will read “The compare and contrast Devil and Tom Walker” Alternative RL.11-12.2. Determine two different versions of the and write a short compare Assessments: or more themes or central same story. and contrast essay on the Students will create and ideas of a text and analyze short story version vs. share Venn diagrams their development over the Goethe’s version. (CRP4, comparing the two course of the text, including CRP8, CRP11, stories. how they interact and build 9.3.12.ED.2, 8.1.12.A.2, on one another to produce a 6.2.12.D.2.d) Students will share their complex account; provide research on Goethe via an objective summary of the informal oral text. presentations.

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (e.g., Shakespeare and other authors.)

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SL.11-12.1. Initiate and Topics Students will listen to the Texts: Formative Assessments: participate effectively in a The Metaphysical Quest audio version of Rime as Rime of the Ancient • Do Nows range of collaborative they read along in the text. Mariner, Samuel Taylor • Journals discussions (one-on- one, in Theme: Man Vs. Nature (CRP4, CRP8) Coleridge • Exit Tickets groups, and teacher-led) with peers on grades 11–12 Symbolism Captain’s Log: As an “Samuel Taylor Coleridge” Students will be topics, texts, and issues, activity during reading https://www.poets.org/poets evaluated on the quality building on others’ ideas Twenty-First Century Rime, students imagine org/poet/samuel-taylor- of their captain’s logs. and expressing their own Themes and Skills include: they are in charge of coleridge clearly and persuasively. • The Four C’s writing the captain’s log, Summative Assessment: • Global Awareness documenting the events of Media: Students will be SL.11-12.6. Adapt speech to the day, as a way to Audio version of Rime of evaluated on their a variety of contexts and Objectives summarize the poem. the Ancient Mariner performance in the tasks, demonstrating They will do this for each http://ia800209.us.archive.o Socratic Seminar. command of formal English. Students will be able to part of the poem. (CRP4, rg/8/items/rime_ancient_ma interpret and analyze theme CRP6, CRP8, riner_librivox/ancient_mari Alternative RL.11-12.1. Cite strong and in a long poem. 9.3.12.ED.2) ner_coleridge_kll.mp3 Assessments: thorough textual evidence Students will discuss how and make relevant Students will be able to Companion Texts: this poem develops the connections to support accurately interpret symbols. Students will re-read the Scholastic Magazine man vs. nature theme. analysis of what the text last part of Rime and says explicitly as well as participate in a Socratic “Samuel Taylor Coleridge” Students will share their inferences drawn from the Seminar on the questions: https://www.poets.org/poets Captain’s Logs via text, including determining “What is Coleridge’s org/poet/samuel-taylor- Google Docs and provide where the text leaves message? Does his poem coleridge constructive criticism and matters uncertain. achieve its purpose?” feedback (CRP4, CRP8) RL.11-12.2. Determine two or more themes or central ideas of a text and analyze Symbolism Exercise: their development over the Students will track the course of the text, including symbol of the albatross in how they interact and build Rime, citing key details on one another to produce a from the text. Using all of complex account; provide the details, they will form an objective summary of the an interpretation of the text. symbol. Then the class will discuss their RL.11-12.4. Determine the findings. meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.) SL.11-12.6. Adapt speech to Topics Students will conduct a Texts: Formative Assessments: a variety of contexts and Romantic Poetry TP-CASTT analysis of “She Walks in Beauty” by • Do Nows tasks, demonstrating “She Walks in Beauty.” Lord Byron • Journals command of formal English. TP-CASTT analysis (TP-CASTT: Title, • Exit Tickets Paraphrase, Connotation, Various Romance Poets: RL.11-12.1. Cite strong and Poetry Writing Attitude, Shifts, Title 2, • John Keats Students will be thorough textual evidence and Theme.) (CRP4, • Lord Byron evaluated on the quality and make relevant Twenty-First Century CRP8) • Percy Bysshe Shelly of their poetry analysis. connections to support Themes and Skills include: • http://shorewiki.wikis • Christina Rossetti analysis of what the text • The Four C’s paces.com/file/view/T • Dorothy Wordsworth Summative says explicitly as well as P-CASTT.pdf • Global Awareness • William Wordsworth Assessments: inferences drawn from the • Samuel Taylor Students will be text, including determining Objectives Students will select two Coleridge evaluated on the quality where the text leaves Students will understand the poems by a Romantic poet of their presentations. • Robert Burns matters uncertain. conventions of Romantic and design a presentation poetry. that explains the author’s • Heinrich Heine Students will be background, social • Giacomo Leopardi RL.11-12.4. Determine the Students will be able to context, and the student’s evaluated on the quality meaning of words and compose their own poetry interpretation of the of their poems and the phrases as they are used in following an established poems. (CRP4, CRP8, Companion Texts: delivery of those poems. the text, including figurative tradition. CRP11, 9.3.12.ED.2, Scholastic Magazine and connotative meanings; 6.2.12.D.2.d, 8.1.12.A.2) Alternative analyze the impact of “Lord Byron” Assessments: specific word choices on Students will compose https://www.biography.com Students will read their meaning and tone, including their own Romantic-style /people/lord-byron- poems or find recordings words with multiple poems. (CRP4, CRP6, 21124525 to share with the class meanings or language that is CRP11) during their particularly fresh, engaging, presentations. or beautiful. (e.g., Shakespeare as well as other Students will present authors.) their poems as classmates will interpret the poems RL.11-12.9. Demonstrate and explain why they fit knowledge of and reflect on into the Romantic (e.g. practical knowledge, tradition. historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well- structured event sequences.

SL.11-12.1. Initiate and Topics Students will read “How Texts: Formative Assessments: participate effectively in a Romantic Art and Music to Analyze a Painting” as “Lines Composed a Few • Do Nows range of collaborative an introduction to the Miles above Tintern • Journals discussions (one-on- one, in Poetry Inspired by Art groups, and teacher-led) subject. (CRP4, CRP8, Abbey” by William • Exit Tickets with peers on grades 11–12 Nature and Humanity 1.2.12.A.1) Wordsworth topics, texts, and issues, http://www.poetryfoundatio Summative Assessment: building on others’ ideas Twenty-First Century As a class, students will n.org/poems-and- Students will be and expressing their own Themes and Skills include: view and analyze the poets/poems/detail/45527 evaluated on the quality clearly and persuasively. • The Four C’s Turner painting, and read of their presentations. • Global Awareness and analyze the poem by “How to Analyze a RL.11-12.1. Cite strong and Wordsworth to investigate Painting” Alternative thorough textual evidence Objectives how poetry is inspired by http://puffin.creighton.edu/f Assessments: and make relevant Students will gain an art. (CRP4, CRP8, apa/History%20of%20Art/ Students will present connections to support appreciation for the fine arts 1.2.12.A.1) Web- their multimedia analysis of what the text of the Romantic period. • http://www.readwritet files/0New%20ART%2021 presentations to the class. says explicitly as well as hink.org/files/resource 9%20Webfiles/how_to_anal inferences drawn from the Students will be able to s/lesson_images/lesso yze_a_painting.htm Students will write their text, including determining analyze a work of art. n1160/poetry_analysis own poems in the where the text leaves .pdf Media: Romantic-style and share matters uncertain. “Tintern Abbey: The them with the class. Students will select three Crossing and Chancel, RL.11-12.4. Determine the works of art by Romantic Looking towards the East meaning of words and painters and develop a Window” (1794), by Joseph phrases as they are used in multimedia presentation Mallord William Turner the text, including figurative that discusses the http://www.tate.org.uk/art/a and connotative meanings; artworks’ artists, contexts, rtworks/turner-tintern- analyze the impact of and interpretations. abbey-the-crossing-and- specific word choices on (CRP4, CRP7, CRP8, chancel-looking-towards- meaning and tone, including CRP11, 1.2.12.A.1, the-east-window-d00374 words with multiple 9.3.12.ED.2, 8.1.12.A.2) meanings or language that is “Characteristics of particularly fresh, engaging, Students will watch the Romantic Era Music: or beautiful. (e.g., video “Characteristics of Emotion & Dynamic Shakespeare as well as other Romantic Era Music: Contrast” authors.) Emotion & Dynamic http://study.com/academy/le Contrast.” Then they will sson/characteristics-of- W.11-12.7. Conduct short as listen to songs by romantic-era-music- well as more sustained Beethoven, Shubert, or emotion-dynamic- research projects to answer Tchaikovsky and identify contrast.html a question (including a self- the qualities that they generated question) or solve learned about in the video. Music by Beethoven, a problem; narrow or (1.2.12.A.1, 6.2.12.D.2.d, Shubert, or Tchaikovsky broaden the inquiry when CRP 4, CRP8) appropriate; synthesize Companion Texts: multiple sources on the Scholastic Magazine subject, demonstrating understanding of the subject “Romantic Painters in under investigation. America” https://newsela.com/read/lib -romanticism-hudson- school

SL.11-12.1. Initiate and Topics Students will read the first Texts: Formative Assessments: participate effectively in a Gothic Romance chapter of Dracula and Dracula, Ch. 1, by Bram • Do Nows range of collaborative take notes. (CRP4, Stoker • Journals discussions (one-on- one, in Parody CRP8) • Exit Tickets groups, and teacher-led) • https://freeology.com/ Frankenstein, by Mary with peers on grades 11–12 Literary Analysis graphicorgs/note- Shelly Summative topics, texts, and issues, taking-organizer/ Assessments: building on others’ ideas First-Person Narrative Media: Students will be and expressing their own Writing Students will watch Young Young Frankenstein (1974) evaluated on the quality clearly and persuasively. Frankenstein and discuss of their analytical essays. Twenty-First Century how the film parodies the Companion Texts: RL.11-12.1. Cite strong and Themes and Skills include: novel. (CRP4, CRP8) Scholastic Magazine Students will be thorough textual evidence • The Four C’s evaluated on the quality and make relevant • Global Awareness Students will discuss the “In the Garden of the of their narrative writing. connections to support literary elements of Vampire” analysis of what the text Objectives Frankenstein and how a https://newsela.com/read/el Alternative says explicitly as well as Students will be familiar writer decides what aspect em-sci-vampire- Assessments: inferences drawn from the with the Gothic Romance they want to analyze. garden/id/28493/ In small groups, students text, including determining genre. Then, students will select will work together to where the text leaves an element(s) of “The Real Electric identify the Gothic matters uncertain. Students will hone their Frankenstein (character, Frankenstein Experiments elements present. ability to write analyze theme, setting), and write of the 1800s” RL.11-12.2. Determine two parody. a short analytical essay, https://newsela.com/read/lib Victor’s Journal: or more themes or central arguing a thesis. (CRP4, -real-frankenstein- Students will read each ideas of a text and analyze Students will hone their CRP8, CRP11, experiments-1800 chapter of Frankenstein, their development over the ability to write analytical 9.3.12.ED.2, 8.1.12.A.2) and compose a short course of the text, including essays. journal entry from the how they interact and build POV of Victor for each on one another to produce a chapter. complex account; provide an objective summary of the Students will peer review text. their essays using a PARCC rubric. W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well- structured event sequences.

W.11-12.1. Write arguments Topics Instructors will select the Reading PARCC RST to support claims in an PARCC RSTs reading and writing RST Research Simulation Lesson 8 analysis of substantive lessons that best meets Tasks topics or texts, using valid Objectives their students’ needs. Lesson 1: Introduction to Writing PARCC RST reasoning and relevant and Students will gain a better the Prose Constructed Lesson 8 sufficient evidence. understanding of EBSR and Response on the Research TECRs. Simulation Task W.11-12.4. Produce clear Lesson 2: Modeling the and coherent writing in Students will hone their Prose Constructed which the development, understanding of Response organization, and style are argumentative and appropriate to task, expository essays. Lesson 3: Understanding purpose, and audience. the PCR Prompt and (Grade-specific expectations Students will practice Writing a Thesis for writing types are defined completing RSTs. Statement in standards 1–3 above.) Lesson 4: Selecting Textual Evidence to W.11-12.5. Develop and Support Reasons strengthen writing as Lesson 5: Drafting the needed by planning, Prose Constructed revising, editing, rewriting, Response Outline trying a new approach, or consulting a style manual (such as MLA or APA Lesson 6: Writing Quality Style), focusing on Body Paragraphs addressing what is most Lesson 7: Practice significant for a specific Completing the Prose purpose and audience. Constructed Response

W.11-12.6. Use technology, Lesson 8: Writing including the Internet, to Advanced-Proficient Prose produce, share, and update Constructed Responses individual or shared writing products in response to ongoing feedback, including Research Simulation new arguments or Tasks information. Lesson 1: Introducing the EBSR and TECR Lesson 2: Modeling the EBSR and TECR Lesson 3: Identifying the Main Idea Lesson 4: Identifying Supporting Details Lesson 5: Using Context Clues for the Vocabulary EBSR Lesson 6: The Evidence- Based Selected Response Lesson 7: The Technology-Enhanced Constructed Response Lesson 8: Practice Completing the Research

Simulation Task

Accommodations and Modifications: Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. Additional safety precautions will be made along with additional staff so all student can fully participate in the standards associated with this Dance curriculum.

ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA - https://www.wida.us/standards/CAN_DOs/ This particular unit has limited language barriers due to the physical nature of the curriculum.

Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support this may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards.

Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity of the reading and writing requirements. This will include allowing more opportunities to demonstrate creativity and allow for student choice. English Language Learners Special Education At-Risk Gifted and Talented ● Shorten assignments to focus on ● Utilize modifications & ● Using visual ● Curriculum compacting mastery of key concepts. accommodations demonstrations, ● Inquiry-based ● Teacher modeling delineated in the student’s illustrations, and models instruction ● Peer modeling IEP ● Give ● Independent study ● Develop and post routines ● Work with directions/instructions ● Higher order thinking ● Label classroom materials paraprofessional verbally and in simple skills ● Word walls ● Use multi-sensory teaching written format. ● Adjusting the pace of ● Give directions/instructions approaches that provide ● Peer Support lessons verbally and in simple written helpful visual, auditory, ● Increase one on one time ● Interest based content format. and tactile reinforcement ● Teachers may modify ● Real world scenarios ● Provide audiotapes of textbooks of ideas. instructions by modeling ● Student Driven and have the student follow the ● Work with a partner what the student is Instruction text while listening ● Give expected to do ● Allow students to use a dual directions/instructions ● Instructions may be printed language dictionary verbally and in simple out in large print and hung written format. up for the student to see ● Provide extra time to during the time of the complete assignments. lesson. ● Adjust the pace of lessons ● Review behavior expectations and adjust for personal space or other behaviors as needed. ● Oral prompts can be given Integration of 21st Century Standards NJSLS 9: 9.3.12. ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. Interdisciplinary Connections: Social Studies: 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Visual and Performing Arts: 1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Integration of Technology Standards NJSLS 8: 8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Career Ready Practices: CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them CRP11. Use technology to enhance productivity.

Key Vocabulary: Romanticism, Metaphysics, Poetic Analysis, Theme, Speaker, Gothic Romance