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 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, 1 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 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 2 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 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 3 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