Level 4: Unit 1: Coming Of

UNIT 1: Perception Is Everything

Springboard Unit Goals: Key Representative Matches for Unit Goals from Prentice Hall Literature:

• To understand the relationship between Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 perspective and critical theory Critical comparison of historical sources, 85 • To apply critical theories to various texts Social commentary, 91, 100, 104, 107, 108, 116, 779, 782, studied and created 787 • To control and manipulate textual elements in Critical response, 117, 443, 1061 writing to clearly and effectively convey a Critical analysis of a literary theme, 479 controlling idea or thesis Political commentary, 767, 769, 771, 775 Critical reasoning, 801 Organizing a critical response, 1061

Writing About Literature: Analyze Literary Periods, 212-213, Compare and Contrast Literary Trends, 398-399, Compare and Contrast Literary Trends, 602-603, Evaluate Literary Trends, 794-795

Learning Focus: Perspective and the Individual, 4

SpringBoard Readings: Suggested Texts from Prentice Hall Literature: Novel: Prologue from Invisible Man, by Ralph Ellison from “Hard Times,” Charles Dickens, 858 Novel: "Four Skinny Trees," vignette from The House from “Jane Eyre,” Charlotte Brontë, 865 on Mango Street, by Sandra Cisneros from “War and Peace,” Leo Tolstoy, 877 Essay: "On Seeing England for the First Time," by Critical Commentary on “The Hollow Men,” T.S. Eliot, 986 Jamaica Kincaid Expository Text: "The Elements of Reader Response “The Horses,” Ted Hughes, 1210 Criticism" “An Arundel Tomb,” Philip Larkin, 1226 Poetry: "My Papa's Waltz," by Theodore Roethke “From Lucy: Englan’ Lady,” James Berry, 1265 Poetry: "in Just-," by E.E. Cummings Poetry: "The Last Word," by Peter Davison Poetry: "Mushrooms," by Sylvia Plath Poetry: "I Remember," by Edward Montez

Academic Vocabulary: Coverage of Academic Vocabulary in Prentice Hall Literature: • Reader response criticism Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 • Cultural criticism Novel and social criticism, 855, 859, 863, 866, 868, 871, 873

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Sentence length, 24 Breaking down sentences, 73, 76, 81, 83, 461, 472, 477; • Sentence fragment, 29 Sentences, writing, 84, 526, 976, 1010, 1100, 1112; Compound sentences, 84; Sentences, difficult, 91, 95, 98, 101, 103, 105, 107, 109, 110, 112, 116; Rewrite sentences, 242, 1086; Complex sentences, 272; Reading in sentences, 1225, 1231, 1233

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

1.2 Perception Is Everything, 6 Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 1.3 Importance of Perspective, 7 Social commentary, 91, 100, 104, 107, 108, 116, 779, 782,

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 1.4 Different Ways of Seeing the World, 9 787 1.5 Different Ways of Reading the Text, 11 Critical response, 117, 443, 1061 1.6 Introducing Reader Response Critical Theory, 12 Critical analysis of a literary theme, 479 1.7 Applying Reader Response Criticism, 15 Author’s purpose, recognizing, 529, 535, 542, 543 1.8 Seeing the World from My Perspective, 19 Writer’s point of view, 609 1.9 Another Perspective on the World, 23 Political commentary, 767, 769, 771, 775 1.10 A Symbolic Perception of Self, 29 Writer’s purpose, 779, 781, 787, 855, 862, 869, 873 1.11 Exploring Perspectives in Visual Art, 31 Critical reasoning, 801 1.12 Exploring a Photo Essay, 34 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 1.13 Digging for Deeper Meaning, 35 Writer’s attitudes, recognizing, 1017, 1019, 1023, 1025, 1027 Organizing a critical response, 1061 Political critique of art, 1259, 1267 Challenging the text, 1287, 1289, 1290, 1295

Embedded Assessment 1: Creating a Photo Essay, Suggested Activities from Prentice Hall Literature: 39 Photo essay presentation, 679; Audiovisual presentation, 1029

Learning Focus: Perspective and Culture, 44

SpringBoard Readings: Suggested Texts from Prentice Hall Literature: Poetry: "The White Man's Burden," by Rudyard Kipling “Recessional,” Rudyard Kipling, 882, 886 Reflective Essay: "Shooting an Elephant," by George “Shooting an Elephant,” George Orwell, 1018 Orwell Reflective Essay: "Stranger in the Village" by James Baldwin Poetry: "Speaking with Hands," by Luis Rodriguez “From Lucy: Englan’ Lady,” James Berry, 1265 Poetry: "The Brown Man's Burden," by Henry “Preludes,” T.S. Eliot, 982 Labouchere “The Diameter of the Bomb,” Yehuda Amichai, 1043 Novel: Excerpt of "Undo Jong: Double Face," from The from “Hard Times,” Charles Dickens, 858 Joy Luck Club by Amy Tan from “Jane Eyre,” Charlotte Brontë, 865 from “War and Peace,” Leo Tolstoy, 877

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Verbals (gerunds, participles), 61 Participles as adjectives, 258 • Direct quotations, 68 Gerunds, 510, R22 Participial phrases, 1023, 1040, R22

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

1.14 What Is Cultural Criticism?, 45 Cultural analysis, 679 1.15 Poetic Conversations, 48 Cultural report, 743, 995 1.16 A Deeper Understanding of Imperialism, 54 Cultural differences, analyzing, 1115, 1117, 1118, 1123 1.17 Reading with a Cultural Criticism Lens, 57 Report on cultural trends, 1173 1.18 Being a Stranger, 65 Political commentary, 767, 769, 771, 775 1.19 Two Different Worlds, 66 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 1.20 Understanding the Stranger's Perception of a Political critique of art, 1259, 1267 Village, 69

Embedded Assessment 2: Waiting a Reflective Suggested Activities from Prentice Hall Literature: Essay, 80 Writing Workshops: Reflective Essay, 604–607

UNIT 2: The Collective Perspective

Springboard Unit Goals: Key Representative Matches for Unit Goals from Prentice Hall Literature: • To enhance critical thinking by studying the Archetypal images of a fallen world, 354, 372 Feminist, Marxist, and Archetypal critical Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 perspectives Critical response, 117, 443, 1061 • To apply multiple critical perspectives to Critical analysis of a literary theme, 479 drama, nonfiction, and non-print texts Critical reasoning, 801 • To engage in the writing process to generate a Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 play script and an analytical response Organizing a critical response, 1061 Political critique of art, 1259, 1267

Learning Focus: How Is My Perspective Shaped?, 88

SpringBoard Readings: Key Representative Matches for Unit Goals from Prentice Hall Literature: Nonfiction: Excerpt from "A Framework for “Speech to Parliament: In Defense of the Lower Classes,” Understanding Poverty," by Ruby Payne George Gordon, Lord Byron, 768

Myth: "Orpheus Sings: Pygmalion and the Statue," from “Gilgamesh,” David Ferry, translator, 65 from Metamorphoses, by Ovid from “The Illiad,” Homer, 67

*Drama: Pygmalion, by George Bernard Shaw from “A Man for All Seasons,” screenplay by Robert Bolt, 285 *Film: Clips from My Fair Lady, directed by George from “Cromwell: The Movie,” screenplay by Ken Hughes, 490 Cukor from “Sense and Sensibility,” screenplay by Emma Thompson, *Films: Clips from The Manchurian Candidate, directed 791 by John Frankenhiemer; Nine to Five, directed by Colin “The Victorian Web,” George Landow, 906–909 Higgins; The Legend of Bagger Vance, directed by Robert Redford *Film: Clips from My Fair Lady, directed by George Cukor

Academic Vocabulary: Coverage of Academic Vocabulary in Prentice Hall Literature: • Archetypal criticism Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 • Marxist criticism Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 • Feminist criticism

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Comma use, 110 Commas in a series, 788 • Compound sentence, 111 Compound sentences, 84

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

2.2 A Close Reading of Film, 91 Research and Technology: Special effects plan, 527; Film 2.3 From an Archetypal Perspective, 94 review, 893, View a film, 1075 2.4 Viewing the Subjects, 95 Archetypal images of a fallen world, 354, 372 2.5 Introducing Pygmalion, 97 Social commentary, 91, 100, 104, 107, 108, 116, 779, 782, 2.6 Ladies and Gentlemen, 99 787 2.7 Rules of Etiquette, 101 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 2.8 Reading Between the Lines, 103 Political critique of art, 1259, 1267 2.9 Examining Eliza's Options, 105 2.10 Transformations, 107 2.11 I Feel a Song Coming On, 108

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 2.12 What Does Eliza Do?, 110 2.13 Examining the Archetypes, 111 2.14 From a Marxist Perspective, 113 2.15 Money, Power, and Class in Pygmalion, 116

Embedded Assessment 1: Illuminating Pygmalion, Suggested Activities from Prentice Hall Literature: 117 Reading between the lines, 336, 339, 341, 343, 346, 348, 352 Annotated bibliography of critical works on “Macbeth,” 353 Response to Criticism, 391

Learning Focus: Can I Still Enjoy a Movie?, 120

SpringBoard Readings: Key Representative Matches for Unit Goals from Prentice Nonfiction: Excerpt from "Cinderella, the Legend," Hall Literature: from Kiss Sleeping Beauty Goodbye, by Madonna Kolbenschlag “On Making an Agreeable Marriage,” Jane Austen, 780 Folk Tale: "Why Women Always Take Advantage of from “A Vindication of the Rights of Woman, Mary Men," from Men and Mules, by Zora Neale Hurston Wollstonecraft, 784 *Children's Story: The Giving Tree, by Shel Silverstein “The Lady in the Looking Glass: A Reflection,” Virginia Woolf, *Film: Clips from Rear Window, directed by Alfred 1158 Hitchcock from “Sense and Sensibility,” screenplay by Emma Thompson, 791

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Independent and dependent clauses, 149 Noun clauses, 976 Clause, R22

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

2.16 A Reversal of Fortune, 121 Social commentary, 779, 782, 787 2.17 Battle of the Sexes, 124 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 2.18 From a Feminist Perspective, 129 Point of view: modern experiments, 1157 2.19 Feminist Critique: The Tree of Life, 131 2.20 View from a Lens: A Review of Film Terms, 133 221 Applying Film Terms to Rear Window, 135 Research and Technology: Special effects plan, 527; Film 2.25 Looking Back Through Rear Window, 141 review, 893, View a film, 1075

Embedded Assessment 2: Suggested Activities from Prentice Hall Literature: Applying a Critical Perspective, 143 Analysis of literary theme, 29; Critical response, 117, 443, Short Story: "The Story of an Hour," by Kate Chopin 1061; Response to Criticism, 391; Persuasive composition, Short Story: "A Rose for Emily," by William Faulkner 400; Persuasive speech, 433, 1075; Critical analysis of a literary theme, 479; Analysis of argument, 1297

UNIT 3: Evolving Perspectives

Springboard Unit Goals: Key Representative Matches for Unit Goals from Prentice Hall Literature: • To interpret multiple representations of a Shakespearean tragedy Focus on Literary Forms: Drama, 289 • To examine critical perspectives as they apply The Elizabethan Theater, 290 to drama Shakespeare on Stage, 292 • To plan and perform dramatic interpretations Shakespeare on Film, 294 of selected scenes

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 • To analyze the ways in which historical Reading Skills (drama) contexts have influenced performances of the Meaning, inferring 275, 281 play Text aids, 299, 301, 304, 307, 308, 309, 311, 316, 318 Reading verse for meaning, 320, 321, 328, 331, 334 Reading between the lines, 336, 339, 341, 343, 346, 348, 352 Senses, using your, 354, 357, 362, 368, 372 Inferences about the period, 374, 378, 380, 387, 389

Learning Focus: A Tragedy for All Time, 163

SpringBoard Readings: Suggested Texts from Prentice Hall Literature: *Drama: The Tragedy of Othello, by William Shakespeare “The Tragedy of Macbeth, ” William Shakespeare *Song: "The Right to Love," by Gene Lees and Lela Act I, 300 Schifrin Act II, 321 Drama: Excerpt from The Tragedy of Othello Act III, 337 Drama: Excerpt from The Tragedy of Othello Act IV, 355 *Film: Selected film clips from two film versions of Act V, 375 Othello Literary Criticism: Excerpt from The Moor in English Renaissance Drama, by jack D'Amico

Academic Vocabulary: Coverage of Academic Vocabulary in Prentice Hall Literature:

• Historical criticism Historical criticism, R29 Historical context, 481, 487 Critical comparison of historical sources, 85 Political commentary, 767, 769, 771, 775 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Dash, 177 Participles as adjectives, 258 • Participles, 183 Past participial phrases, 656 Participial phrases, 1023, 1040, R22

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

3.2 Creating Acting Companies, 165 The Elizabethan Theater, 290 3.3 Guess Who's in Love, 168 Shakespeare on Stage, 292 3.4 Bringing the Plot to Life, 170 Shakespeare on Film, 294 3.5 Cast of Characters: A Close Reading, 171 3.6 A Father's Reaction, 172 Meaning, inferring 275, 281 3.7 The Moor, 176 Text aids, 299, 301, 304, 307, 308, 309, 311, 316, 318 3.8 A Husband's Response, 178 Reading verse for meaning, 320, 321, 328, 331, 334 3.9 Knavery's Plain Face, 181 Reading between the lines, 336, 339, 341, 343, 346, 348, 352 3.10 A Historical Look at the Moor, 182 Senses, using your, 354, 357, 362, 368, 372 3.11 Friendly Banter or Pointed Comments?, 187 Inferences about the period, 374, 378, 380, 387, 3.12 Honest logo, 188 389 3.13 Emilia's Secret, 189 3.14 Who's That Girl?, 192 Elizabethan drama, 299, 303, 305, 306, 311, 312, 315, 318 3.15 Staging lago's Lies, 194 Blank verse, 320, 326, 327, 329, 332, 334, R6 3.16 Shifting Perspectives, 198 Imagery, 354, 358, 359, 361, 364, 365, 367, 369, 370, 372 3.17 Revisiting the Cast of Characters, 199 3.18 "Talk You of Killing?", 201 3.19 Historical Othello, 202 5 CollegeBoard SpringBoard English Textual Power, Level 6 Correlated to: Prentice Hall Timeless Voices, Timeless Themes: The British Tradition © 2003

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 Embedded Assessment 1: Writing an Analysis, 214 Suggested Activities from Prentice Hall Literature: Analysis of literary theme, 29; Critical response, 117, 443, 1061; Persuasive composition, 400; Persuasive speech, 433, 1075; Critical analysis of a literary theme, 479; Analysis of argument, 1297

Learning Focus: Drama Is Performance, 216

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

3.20 The Hero's Adversary, 217 Conflict, 336, 340, 342, 346, 352, 1089, R7 Shakespearean tragedy, 374, 377, 378, 379, 381, 385, 389

Embedded Assessment 2: Staging an Suggested Activities from Prentice Hall Literature: Interpretation, 219 Speech of welcome, 319 View two different film versions, 319 Debate, 335 Battlefield report, 391

UNIT 4: Multiple Perspectives

Springboard Unit Goals: Key Representative Matches for Unit Goals from Prentice Hall Literature: • To trace a reading through a critical Response to criticism, 61, 391, 511, 679, 759, 893, 977, 995 perspective over the course of an extended Social commentary, 91, 100, 104, 107, 108, 116, 779, 782, text 787 • To analyze two literary work through multiple Critical response, 117, 443, 1061 critical perspectives Critical analysis of a literary theme, 479 • To analyze and then utilize text features of a Author’s purpose, recognizing, 529, 535, 542, 543 graphic novel Writer’s point of view, 609 • To create a presentation using a performance- Political commentary, 767, 769, 771, 775 based or visual medium Writer’s purpose, 779, 781, 787, 855, 862, 869, 873 Critical reasoning, 801 Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 Writer’s attitudes, recognizing, 1017, 1019, 1023, 1025, 1027 Organizing a critical response, 1061 Political critique of art, 1259, 1267 Challenging the text, 1287, 1289, 1290, 1295

Learning Focus: New Literacies, 227

SpringBoard Readings: Suggested Texts from Prentice Hall Literature: Essay: Excerpt from "Comments on The Arrival," by Shaun Tan “Condition of Ireland,” The Illustrated London News, 896 Nonfiction: Excerpt from Making Comics, by Scott McCloud “The Victorian Web,” George Landow, 906–909 Poetry: "The New Colossus," by Emma Lazarus Song: Lyrics from "The Immigrant Song," by Led “An Arundel Tomb,” Philip Larkin, 1226 Zeppelin “From Lucy: Englan’ Lady,” James Berry, 1265 *Novels or plays of literary merit *Graphic Novel: The Arrival, by Shaun Tan

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 Academic Vocabulary: Coverage of Academic Vocabulary in Prentice Hall Literature: • Archetypal criticism Historical criticism, R29 • Cultural criticism Historical context, 481, 487 • Feminist criticism Critical comparison of historical sources, 85 • Historical criticism Political commentary, 767, 769, 771, 775 • Marxist criticism Novel and social criticism, 855, 859, 863, 866, 868, 871, 873 • Reader response criticism Challenging the text, 1287, 1289, 1290, 1295

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Independent clauses, 252 Noun clauses, 976 Clause, R22

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

4.3 Beginning the Graphic Novel, 230 Advertising, analyzing, 404 4.4 Framing the Narrative, 234 Special effects plan, 527 4.5 Transitioning to a New Land, 237 Photo essay presentation, 679 4.6 Angles and Perspectives, 243 Visual display, 977 4.7 Marginalized Peoples, 245 Audiovisual presentation, 1029 4.8 Choosing a Perspective, 246 Bias in news media, 1304, 4.9 Adapting for an Audience, 247 4.10 Designing a Media Communication, 251 Writing Workshops: Multimedia Report, 1300-1303 4.11 The Author's Perspective, 252 4.12 Multiple Perspectives on the Graphic Novel, 255 Research and Technology: Report with spreadsheets, 489, 4.13 Independent Reading and Discussion, 257 Science display, 759, Visual display, 977, Slide show, 1235 4.14 Exploring Critical Perspectives, 259 4.15 Assessing Perspectives, 260

Embedded Assessment: Presenting a Literary Work Suggested Activities from Prentice Hall Literature: Through Multiple Critical Perspectives, 261 Analysis of literary theme, 29; Critical response, 117, 443, 1061; Response to Criticism, 391; Persuasive composition, 400; Persuasive speech, 433, 1075; Critical analysis of a literary theme, 479; Analysis of argument, 1297

UNIT 5: Creating Perspectives

Springboard Unit Goals: Key Representative Matches for Unit Goals from Prentice Hall Literature: • To identify ways in which media shape how Listening and Speaking Workshops: Analyzing Advertising, 404, and what we know about particular events Analyzing Persuasive Techniques, 608, Critiquing Persuasive • To investigate how different media channels Devices, 800, Analyzing Bias in News Media, 1304 communicate information about a particular event Documentary, 479 • To investigate a variety of perspectives on a Photo essay presentation, 679 single event Cultural analysis, 679 • To analyze how different critical perspectives Cultural report, 743, 995 shape the reporting and interpreting of events Film review, 893 • To create a media text applying multiple Visual display, 977 lenses to the investigation and representation View a film, 1075 of an event

SpringBoard Readings: Key Representative Matches for Unit Goals from Prentice Hall Literature: Essay: "How the Media Twists the News," by Sheila “The Aims of the Spectator,” Joseph Addison, 592 Gribben Liaugminas “Homeless,” Anna Quindlen, 599 Documentary: Film clip from Frontline, News War: “On the Passing of the Reform Bill,” Thomas Babington What's Happening to the News (Chapter 16-18: A New Macaulay, 772 Definition of News) “Condition of Ireland,” The Illustrated London News, 896 Essay: "Media Bias Comes from Viewers Like You," “The Victorian Web,” George Landow, 906–909 by Tyler Cohen Article: "The Dixie Chicks," by Betty Clarke Writing Applications: News scan, 400, Letter to a modern Article: "The Dixie Chicks Keep the Heat on Nashville," newspaper, 904 by Bill Friskics-Warren Online Column: "Shut Up and Sing?" by Chet Flippo Listening and Speaking: Weather report, 743, Videotaped news Online Article: "No More Whistlin' Dixie," by Jim Lewis report, 833 Article: "Radio Gets Static on Hill," by Brooks Bad( Article: "The Dixie Chicks: America Catches Up with Them," by Jon Pareles Online Column: "Speaking Up and Speaking Out," by Melissa Silverstein Article: "Dixie Chicks Among Esteemed Outlaws," by Ashley Sayeau Article: "A Tired Old Song," by Jonah Goldberg

Academic Vocabulary: Coverage of Academic Vocabulary in Prentice Hall Literature: • Media channel Analyzing Bias in News Media, 1304

Grammar & Usage: Suggested Activities from Prentice Hall Literature:

• Sentence length, 272 Breaking down sentences, 73, 76, 81, 83, 461, 472, 477; • Rhetorical questions, 275 Sentences, writing, 84, 526, 976, 1010, 1100, 1112; • Appositive, 288 Compound sentences, 84; Sentences, difficult, 91, 95, 98, 101, • Direct quote, 298 103, 105, 107, 109, 110, 112, 116; Rewrite sentences, 242, • Comma use, 305 1086; Complex sentences, 272; Reading in sentences, 1225, 1231, 1233 Rhetorical devices, 1063, 1071, 1073 Persuasive rhetoric, 903 Appositive phrase, 60, R22 Commas in a series, 788, R23 Direct quotation, R24

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

5.2 How Do You Get Information?, 270 Listening and Speaking Workshops: Analyzing Advertising, 404, 5.3 Constructing Public Opinion, 272 Analyzing Bias in News Media, 1304 5.4 Reporting Live, 278 5.5 Framing the Investigation, 281 Documentary, 479 5.6 Throwing Light on the Situation, 286 Photo essay presentation, 679 5.7 Considering the Medium, 311 Cultural analysis, 679 5.8 Looking for Trouble, 315 Cultural report, 743, 995 5.9 Evaluating Sources, 318 Film review, 893 Visual display, 977 View a film, 1075

COLLEGEBOARD SPRINGBOARD, PRENTICE HALL TIMELESS VOICES, TIMELESS THEMES, SENIOR ENGLISH GRADE TWELVE ©2003 Embedded Assessment 1: Suggested Activities from Prentice Hall Literature: Embedded Assessment 1 Examining How an Issue Is Listening and Speaking Workshops: Analyzing Advertising, 404, Presented in Media Texts, 320 Analyzing Bias in News Media, 1304

Learning Focus: Creating Perspectives, 324

SpringBoard Readings: Suggested Activities from Prentice Hall Literature:

*Film: Clip from Edward Scissorhands or teacher- from “A Man for All Seasons,” screenplay by Robert Bolt, 285 selected clip from “Cromwell: The Movie,” screenplay by Ken Hughes, 490 *Documentary: Clip from Shut Up and Sing (Kopple from “Sense and Sensibility,” screenplay by Emma Thompson, and Peck) or teacher-selected clip 791

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:

5.10 That Sounds Just Right, 325 Documentary, 479 5.11 Turning Facts into Narrative, 327 Photo essay presentation, 679 5.12 Voir Dire: Facing a Jury of Your Peers, 330 Cultural analysis, 679 Cultural report, 743, 995 Film review, 893 Visual display, 977 View a film, 1075

Embedded Assessment 1: Creating a Media Text, Suggested Activities from Prentice Hall Literature: 332 Writing Workshops: Multimedia Report, 1300-1303