English IV
Unit 1: From Legend to History The Old English and Medieval Periods A.D. 449-1485
First Grading Period – Weeks 1 - 9 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas) / Unit RationaleThis unit covers literature in England from the Anglo-Saxon invasion in 449 to the Middle Ages in the 1400s.
Pearson. (2011). Literature Texas: Language and literacy grade twelve. Upper Saddle River, New Jersey: Pearson Education, Inc. / “During this period successive waves of invaders came to the British Isles. Each group brought its distinctive culture, including its language. As the different groups fought and joined together to form what would eventually be one nation, their language jostled one another and combined. The English tongue evolved from Old English to Middle English, the form of the language used by England’s greatest medieval poet, Geoffrey Chaucer. Literatures, too, was evolving – from works transmitted orally, often to the accompaniment of a lyre or harp, to works that were written down.” (Pearson, 2011, p. 2)
Pearson. (2011). Literature Texas: Language and literacy grade twelve. Upper Saddle River, New Jersey: Pearson Education, Inc.
Essential Question / Guiding Questions
· What is the relationship between literature and place?
· How does literature shape or reflect society?
· What is the relationship of the writer to tradition? / Ask students to discuss these questions based on the Essential Question:
· Tell what you know
· Explain what you know
· Write what you think
· Connect what you know with the literature
TEKS, ELPS, and CCRS / Intended Outcome
Texas Essential Knowledge and Skills
(1)Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A)determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
(B)analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;
(C)use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);
(2)Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: / I can:
· Continue to expand and establish their vocabulary by determining the meanings of grade-level technical academic English words in multiple content areas, words derived from Latin, Greek, or other linguistic roots and affixes
· Continue to examine themes in literature by comparing and contrasting the expression of universal themes in different literary works
· Extend their knowledge of drama by evaluating how its structure and elements have changed in the work of British dramatists across literary periods
· Analyze more complex features of literary nonfiction, such as ambiguity, contradiction, subtlety, and irony
· Continue to analyze the author’s purpose in informational texts
· Begin to examine the complex relationships of implication, necessity, and sufficiency among evidence, inferences, assumptions, and claims in persuasive texts
· Continue to analyze how words, images, graphics, and sound interact and impact meaning in print and electronic media
· Continue to use elements of the writing process, enhancing their mastery of previously learned skills and using these to compose lengthier and more complex texts
· Hone their writing craft, practicing earlier skills across literary genres
· Continue to write analytical essays of increasing length and complexity
· Continue to master earlier persuasive writing skills
(C)relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
(3)Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.
(8)Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
(9)Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A)summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;
(11)Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A)draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and
(12)Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A)evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
(13)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(B)structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning; and phrases; ethical beliefs); / · Continue to practice and master the complex language structures learned in earlier grades
· Continue to apply with increasing proficiency the written conventions learned in earlier grades
· Continue to develop previously learned research skills as they plan, research, and write reports on more complex topics
· Continue to practice and master previously learned research skills
· Continue to develop their ability to listen responsively, framing questions to ask a speaker and assessing the evidence for the positions a speaker takes
· Begin to use elements of classical speeches to formulate sound arguments
· Continue to work productively in teams enhancing team participation skills learned previously
(C)revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words specific purposes. Students are expected to:
(B)write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:
(C)write an interpretation of an expository or a literary text that:
(16)Writing/Persuasive Texts. Students write persuasive texts
to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
(F)language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, and
(17)Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A)use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and
(18)Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
(20)Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A)brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(21)Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(B)systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and
(23)Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
(C)develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
(24)Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A)listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and
(B)assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.
Figure 19: RC-12 (A)
Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images).
Texas English Language Proficiency Standards
(1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A)use prior knowledge and experiences to understand meanings in English;
(B)monitor oral and written language production and employ self-corrective techniques or other resources;
(C)use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
(E)internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
(2)Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A)distinguish sounds and intonation patterns of English with increasing ease;
(B)recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;
(C)learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
(D)monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E)use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
(F)listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;
(G)understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
(I)demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(3)Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A)practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;
(C)speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;
(D)speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
(E)share information in cooperative learning interactions;
(H)narrate, describe, and explain with increasing specificity and detail as more English is acquired;
(J)respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
(4)Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across
the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
(A)learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;