Rev. 06/2011ENG III: The Voice of LiteraturePart A
Unit OneLITERATURE: The New World
GRAMMAR: Glossary of Usage
WRITING SKILLS: Metaphor, Modes of Persuasion, Thesis Statement
VOCABULARY: Unit One (Improving Vocabulary Skills)
Length of Unit / KY CORE ACADEMIC STANDARDS / Vocabulary/Learning Targets / Activities/Assessments/
Resources
Six Weeks / RL-11-2:
Determine two or more themes or central ideas of a text and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL-11-3:
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story of drama.
RL-11-4:
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare and other authors.)
RL-11-6:
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL-11-7:
Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text.
RL-11-9:
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RI-11-6:
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
WR-11-2:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a-f.
SL-11-1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a-d
SL-11-6:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
LA-11-1:
Demonstrate command of the conventions of standard English grammar and usage when writing of speaking. a-b
LA-11-3:
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
LA-11-4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases bases on grades 11-12 reading and content choosing flexibility from a range of strategies.
a-d / Terminology: Purpose, Tone, Theme, Audience, Author Credibility, Characteristics of Form, Paraphrasing, Thesis Statement, Logos (Logical Appeal), Pathos (Emotional Appeal), Ethos (Credibility), Denotation, Connotation, Analysis, Argument, Concession, Rhetoric, Propaganda, Universal Themes
Vocabulary: allegory, metaphor, apostrophe, conceit, oxymoron, parallelism, pragmatism, sermon, The Great Awakening, irony
Essential Question: Why do people explore new worlds?
Unit Learning Targets
Students will be able to
1. write an objective summary.
2. formulate an objective summary that includes how the text builds upon the central ideas or themes to produce a complex account of the text.
3. identify and determine the
· Meanings of words and phrases
· Figurative meanings of words and phrases,
· Connotative meanings of words and phrases
· Words that impact the meaning and tone
as they are used in a text.
4. compare/contrast what is directly stated in a text with the implied or inferred meaning.
5. use the non-literal interpretation to identify the author’s point of view.
6. analyze how knowing the author’s point of view helps the reader
identify the meaning of the text.
7. determine the theme or themes of foundational works of American
Literature.
8. Compare/contrast the treatment of similar themes from two or more
texts from the 17th/18th century.
9. Compare/contrast the treatment of similar topics from two or more
texts from the 17th18/th century.
10. distinguish between theme and topic.
11. analyze and explain how an author uses crafts and details to
develop ideas.
12. determine how the author uses rhetorical devices to influence the
audience.
13. analyze
· how style and content support the point of view or purpose
· the effects of style and content as they contribute to the effectiveness
14. identify rhetorical techniques, persuasive techniques, and stylistic
techniques.
15. See Learning Targets from KY Core Academic Standards WR-11-
2.
16. See Learning Targets from KY Core Academic Standards SL-11-1.
17. demonstrate command of the conventions of standing English
grammar and usage when speaking and writing.
18. understand how language functions in different contexts.
19. understand style and syntax.
20. apply knowledge of language to
· determine how language functions in different contexts
· to make effective choices for meaning or style
· to comprehend more fully when reading or listening
21. identify key elements of a story or drama
22. identify key choices the author made that relate elements of the
story
23. explain how the author’s choices relate the elements of a story or
drama
24. analyze how the decisions the author made regarding setting, order
of events, etc. impacted the story
25. evaluate multiple interpretations of a story, drama or poem analyzing how each interprets source text.
26. evaluate how an artist chooses to interpret an entire work
/ 1. Glossary of Usage Instruction as Bellwork from Warriner’s English and Composition, Third Course
Week One – Diagnostic Test, Ex. 1-2
Week Two - Quiz A, Ex. 3-4
Week Three – Quiz B, Ex. 5, Review
Week Four – Final Test
Weeks Five and Six – DLS (Grammar Transperencies)
2. Improving Vocabulary Skills- Unit One : Pretest – Chapter Six
3. Textbook Feature Analysis (Handout)
4. Historical Narratives (Background Information – pp. 70-71) NF - I
5. from Of Plymouth Plantation
(Chronicle –pp. 81-87) NF-I
6. Comparative Readings of John Smith and Richard Frethorne (Letters and Journal – Handouts) NF -P
7. From Colony to Country and Between Heaven and Hell: The Puritan Tradition (Background Information – pp.132-136) NF-I
8. The Examination of Sarah Good (Court Document – pp. 144-147) NF-I
9. From Sinners in the Hands of an Angry God (Sermon – pp. 152-158) NF-P
10. Illustrate metaphors in from Sinners in the Hands of an Angry God
11. “History Clashes with Commercialism” (Newspaper Article – pp 150-151) NF –I
12. “To My Dear and Loving Husband” (Poem – p.141) F
13. “Upon the Burning of Our House, July 10th, 1666” (Poem – pp. 140-141) F
14. The Crucible (Drama – pp. 164-240) F
15. The Crucible (film adaptation)
16. Use of Socratic Seminar and Essay Writing as evaluation.
Unit Two
LITERATURE: A New Nation
GRAMMAR: Commas
WRITING SKILLS: Analytical Exercises, Thesis Statement, Research
VOCABULARY: Unit One and Two (Improving Vocabulary Skills)
Length of Unit: / KY CORE ACADEMIC STANDARDS / Vocabulary/Learning Targets / Activities/Assessments/
Resources
Two Weeks / RI-11-1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI-11-2:
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI-11-5:
Analyze and evaluate the effectiveness of the structure an author uses in his/her exposition of argument, including whether the structure makes points clear, convincing and engaging.
RI-11-8:
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
RI-11-9:
Analyze 17th, 18th, and 19th –century foundational U.S. documents of historical and literary significance for their themes, purposes and rhetorical features.
RL-11-1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL-11-4:
See Unit One
RL-11-5:
Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
RL-11-8:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
WR-11-1:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. a-e
WR-11-7:
Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
SL-11-3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
SL-11-4:
Present information, finding, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL-11-6:
See Unit One
LA-11-2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA-11-4:
See Unit One / Vocabulary: Persuasive Rhetoric, Elevated Language, Rhetorical Questions, Repetition, Parallelism, Allusion, Modes of Persuasion, Purpose, Tone, Cause and Effect, Historical Context, Structure of Arguments, Thesis Statements, premises, organizational patterns, precise claim, counterclaim, ambiguity, complex analysis, constitutional principle, elements of legal reasoning
Essential Question: What is unique about the founding of America?
Unit Learning Targets
Students will be able to
1. Recognize strong and thorough textual evidence within the text
2. Identify the textual evidence that supports analysis of what the text says explicitly
3. Explain inferences drawn from the text
4. Interpret how the text uses ambiguity or leaves matters uncertain
5. Cite strong and thorough textual evidence to support the text
6. Identify central ideas of the text
7. Identify specific details that support the development of central ideas
8. Analyze how two or more central ideas of a text interact and build on one another to provide a complex analysis
9. Interpret how the text supports key ideas with specific details
10. Formulate and objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis
11. Identify the structure of the exposition or argument
12. Identify the points an author makes in an exposition or argument
13. Based on the structure of the exposition or argument:
· Evaluate whether or not the points are clear
· Evaluate wheter or not the points are convincing
· Evaluate whether or not the points are engaging for the reader
14. Analyze the overall effectiveness of the structure of the exposition or argument
15. Explain constitutional principle
16. Recognize the elements of legal reasoning
17. Identify the premises, purposes and arguments in works of public advocacy
18. Delineate the reasoning in U.S. seminal text(s) including:
· Application of constitutional principles
· Use of legal reasoning
19. Delineate works of public advocacy, including:
· Premises
· Purposes
· Arguments
20. Identify and analyze the theme, purpose, and rhetorical features of U.S. documents of historical and literary significance
21. Identify and determine the meanings of words and phrases, figurative words and phrases, and connotations of words and phrases as they are used in text
22. Identify and analyze how the author’s choices contribute to the overall structure, meaning, emotional, logical, and ethical appeals and artistic appeals of a text.
23. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
24. Be able to compare and contrast two texts, as a form of analysis.
25. See Learning Targets for KY Academic Core Standards WR-11-1.
26. See Learning Targets for KY Academic Core Standards SL-11-3.
27. See Learning Targets for KY Academic Core Standards SL-11-4.
28. Identify
· Appropriate short and sustained research topics
· Multiple sources on the subject of the research
29. Assess reference materials
30. Narrow and broaden the inquiry when appropriate
31. Evaluate the credibility of sources
32. Construct and refine research questions
33. Conducts steps for short research projects to answer a question or solve a problem
34. Apply correct punctuation when writing.
35. Be able to construct a thesis statement. / 1. Comma Instruction using Warriner’s English Grammar and Composition, Third Course as daily bellwork.
Week One: Pretest, Rules F and G, Exercises 2, Exercise 3, Rule H
Week Two: Exercise 4, Rule I, Exercise 5, Exercise 6, Exercise 7
2. Improving Vocabulary Skills: Review, Unit One Final Test, Unit Two Pretest and Chapter 1
3. Practice analysis of modes of persuasion using famous movie speeches from American Rhetoric.com – F and NF –P
17. The Interesting Life of Olaudah Equiano (Slave Narrative – pp. 93-97)NF -L
4. Speech in the Virginia
Convention (page 263-266) NF-P
5. The Declaration of
Independence ( page270-276) NF-P
6. The Declaration of the Rights of Woman (page 277- 278) NF-P
7. Stride Toward Freedom (page 301-304) NF-P Compare to #7.
8. Necessary to Protect Ourselves (page 305-306)NF-P
9. Develop an argument in
writing using the elements
of Persuasive Writing learned.
10. Selection of Researchable topic.
11. Research- find and document sources
12. Class Debate
Unit Three
LITERATURE: American Romanticism
GRAMMAR: Commas (Continued)
WRITING SKILLS: Transitions, Topic Sentences, Attention-Getters, Introduction,Conclusion, Internal Citation