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Priority Standards: Reading Focus: Literary TCSS RL = Reading Literary RI = Reading Informational Troup County School System W = Writing English/Language Arts Curriculum Map SL = Speaking and Listening British Literature and Composition L = Language Thematic Unit # 6—Modern and Post-Modern: Time of Rapid Change Alienation, Upheaval, and Justice Big Idea / Unit Goal: Unit Essential Question(s): The goal for this unit is to explore and analyze the themes of Alienation, How does literature shape or reflect society? Upheaval, and Justice in Modern and Post-modern British literature and related What is the relationship of the writer to tradition? informational texts with a focus on GSE priority standards. What are the root causes of alienation within modern society and how do these juxtapose with alienation in our society? Length of Unit: How does society react to upheaval? 30 Days What does society value in this time, what values are consistent throughout time? Unit 6 Checklist Priority Standards: RL1, RL2, RL3, RL4, RL6, RL9 RI1, RI2, RI3, RI4, RI6, RI7 W2, W3, W9 L1, L2, L4, L5. L6 SL1, SL2, SL4, SL5, SL6 Reading Focus: Literary Writing Focus: Informative/Explanatory Text Resources: Primary Writing Tasks: Extended Text (Choose one of the following as your extended text): Referring to at least 3 texts from the modern era, explain the causes of And Then There Were None alienation within that time period. Brave New World Considering several poems about war from the Modern era as well as available resources from the media center, write brief essay detailing life for the British Pygmalion World War I foot soldier. Be sure to refer to lines from the texts of the poems Mrs. Dalloway and/or informational texts found in the media center in your response. Be sure to have a clear introduction with a clear thesis statement. One page minimum. Short Texts (Mixture of Literary and Informational thematically connected texts) Imagine you are the book reviewer for your local newspaper. Write a book William Butler Yeats, T.S. Eliot, W.H. Auden, Louis MacNeice, Stephen review in response to And Then There Were None that provides information Spender, Wilfred Owen, Siegfried Sassoon, Rupert Brooke, Dylan Thomas, about the novel and reflects on its quality but that does not give away the Anita Desai surprise ending. (NOTE: This can be adapted to any of the extended texts in New British Nonfiction pp. 1460-1461 this unit). Connecting War Writings Past and Present pp. 1280-1281 “The Demon Lover” Narrative Writing Tasks: “The Rocking Horse Winner” Poets juxtapose an image of war with an image of another kind. Write a short Theme of Alienation in Modern Literature response to war that you have observed. Include direct references from at least How to Deal with Loneliness two poems. Background information: Post Modernism After reading Pygmalion, And Then There Were None, or Brave New World, History of the Mystery Genre select a minor character from the text who still, even in a small way, plays an The Mystery of Agatha Christie important role regarding the plot and/or theme of the text. Next, write a Agatha Christie and the Detective Film thorough diary entry written by that character detailing an important scene from Batman and the Problem With Vigilante Justice: A Love Story the novel that he witnesses. Make sure the character writes in detail about the TCSS The Little Known World of the Vigilante event described and also expresses his reaction to this critical event. History of the Vigilante Brave New World and the Threat of Technological Growth Research Connections: Aldous Huxley, Media, and Popular Culture Each student will research the idea of vigilante justice and find informational articles for evidentiary support. Additional Materials: Research the stories of soldiers who have fought in either Iraq or Afghanistan. War poetry power point Write and present a brief monologue told in the voice of that soldier. Be sure to World War I War Poetry video incorporate actual ideas, images, and or words relating to the soldier's Teaching Guide for And Then There Were None experience at war. Senior letter Some critics have suggested that And Then There Were None is an especially Senior Farewell Address enduring novel because it subverts some of the plot conventions evident in the The Soundtrack to Senior Year classic murder mystery stories that helped establish the genre. After looking into what others have noted about the conventions and evolution of the murder Senior Research mystery genre, write an essay that explains how And Then There Were None adjusts these conventions. Make sure to use specific evidence from your readings to support your ideas. Routine Writing (Notes, summaries, process journals, and short responses across all genres): Journals, notes, summaries, short responses Lessons for Unit 5 (all lessons are hyperlinked below): ELA12.6: Capstone: Focus on presentation skills for Final Capstone Project (SL4, SL5, SL6) ELA12.6.1: Focus on citing textual evidence, determining and analyzing themes, analyzing point of view or purpose, and reading foundational British works (RL1, RL2, RL6, RL9) ELA12.6.2: Focus on citing textual evidence, determining and analyzing themes, analyzing point of view or purpose, and reading foundational British works (RL1, RL2, RL6, RL9) ELA12.6.3: Focus on determining and analyzing themes, analyzing point of view, citing textual evidence, and analyzing author’s choices on how ideas are presented (RL2, RL6, RL1, RL3, RI3) ELA12.6.4: Focus on determining and analyzing themes, citing textual evidence, determining point of view or purpose, analyzing authors choice, and writing narratives (RL2, RL1, RL3, RI6, W3) ELA12.6.5: Focus on determining and analyzing themes, writing informative/explanatory texts, and citing textual evidence (RL2, W2, RL1) ELA12.6.6: Focus on citing textual evidence and determining meanings of words and phrases (RL1, RL4, RI4) Georgia Standards of Essential Questions Vocabulary Lessons and Resources Excellence (GSE) ELAGSE11-12RL1: Cite strong and How does one cite strong and thorough Cite ELA12.6.1 thorough textual evidence to support textual evidence to support analysis? Textual evidence ELA12.6.2 analysis of what the text says explicitly as Inferences ELA12.6.3 well as inferences drawn from the text, Explicit ELA12.6.4 including determining where the text Analysis ELA12.6.5 leaves matters uncertain. ELAGSE11-12RL2: Determine two or What is the central idea of a piece of Theme ELA12.6.1 more themes or central ideas of a text and literature and how do ideas interact and Central idea ELA12.6.2 analyze their development over the course build on one another? How does one Analyze ELA12.6.3 of the text, including how they interact and provide an objective summary of a text? Cite ELA12.6.4 build on one another to produce a complex Evidence ELA12.6.5 TCSS account; provide an objective summary of Support the text. Inferences Objective ELAGSE11-12RL3: Analyze the impact of What are the effects of an author’s choices Characters ELA12.6.3 the author’s choices regarding how to regarding setting, order, and character Analyze ELA12.6.4 develop and relate elements of a story or development? Development ELA12.6.5 drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL4: Determine the What are figurative and connotative Diction ELA12.6.6 meaning of words and phrases as they are meanings? How do words and phrases Figurative used in the text, including figurative and impact an author’s meaning and tone? Connotation connotative meanings; analyze the impact How does an author’s word choice impact Denotation of specific word choices on meaning and engagement and beauty? Tone tone, including words with multiple Context meanings or language that is particularly Syntax fresh, engaging, or beautiful. (Include Engaging Shakespeare as well as other authors.) ELAGSE11-12RL6: Analyze a case in How is point of view related to satire, Analyze ELA12.6.1 which grasping point of view requires sarcasm, irony, or understatement? Satire ELA12.6.2 distinguishing what is directly stated in a Sarcasm ELA12.6.3 text from what is really meant (e.g., satire, Irony sarcasm, irony, or understatement). Understatement ELAGSE11-12RL9: Demonstrate How does a work reflect its time period? Foundational works ELA12.6.1 knowledge of eighteenth-, nineteenth- and How do two texts from the same time Themes ELA12.6.2 early twentieth-century foundational works period treat similar themes or topics? Topics (of American Literature, British Literature, Compare/contrast World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12RI1: Cite strong and What are effective ways to cite textual Cite ELA12.6.6 thorough textual evidence to support evidence to best analyze literature? Textual evidence analysis of what the text says explicitly as Inferences well as inferences drawn from the text, Explicit including determining where the text Analysis leaves matters uncertain. ELAGSE11-12RI2: Determine two or What are central ideas in a text and how Central idea/main idea ELA12.6.3 more central ideas of a text and analyze do they develop over the course of that Analyze their development over the course of the text? How does one provide a summary of Complex text, including how they interact and build the text Objective on one another to provide a complex Summarize analysis; provide an objective summary of Outline the text. ELAGSE11-12RI3: Analyze a complex How are complex ideas or sequences of Sequence ELA12.6.3 set of ideas or sequence of events and events developed throughout a piece of Interact explain how specific individuals, ideas, or literature? Develop events interact and develop over the course of the text.
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