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

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