Unit One Lesson Plans

UNIT ONE: ANGLO-SAXON / MEDIEVAL PERIOD

Day One:

Objectives:

8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

12.11 Determine two or more central ideas of a text and analyze their development over the course of the text; provide objective summary of the text.

12.12 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12-3]

Essential Question: How do your culture and times affect your definition of heroism?

Introduce Syllabus

Pass out vocabulary lists

Before: Anticipation Guide

During: Outline:

pages 23-24 on the Anglo-Saxon Period;
page 25 Cultural Influences
pages 26-27 Literature of the Times

Cover pages 38-39 The Epic

After: Anticipation Guide

What do you need to know?

Vocabulary Quizzes are every Tuesday
What was the Anglo-Saxon Period like?
What are epics?
Why were they so popular?

Homework: Write a paragraph defining what a hero is to you? How has your society, culture, and religion influenced your idea of heroism?

Day Two:

Objectives:

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]

4. Determine word meanings 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 meaning or language that is particularly fresh, engaging, or beautiful.

38. Use context as a clue to the meaning of a word [L 12.4a]

39. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L 12.5]

Before: Discuss the Beowulf poet, traits of an epic, & Old English poetry on page 40-41 - Students can follow this in their interactive readers pages 2-3;

During: Complete pages 15-17 in interactive reader reviewing characteristics of an epic, Old English poetry, & Vocabulary;

After: How is Beowulf’s culture reflected in his heroic character?

Day Three:

Objectives:

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 12.1]

38. Use context as a clue to the meaning of a word [L 12.4a]

39. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L 12.5]

Before: Quiz on history of the period; Go over questions in interactive reader pages 15-17; Introduce the battle with Grendel’s mother;

During: Students will read Beowulf pages 62-70 answering text-based questions;.

After: Turn in text-based questions;

Day Four:

12.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content. [W.12.2]

Before: Discuss writing and analysis

During: Students will create paragraphs which include topic sentences, evidence, and analysis. Students will include a concluding statement.

After: Students will turn in their paragraphs.

Day Five:

Objectives:

8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

35. Apply understanding that usage is a matter of convention, can change over time, and is sometimes contested; [L1a]

Before: Review Beowulf by completing pages 71 -72 in groups of two- three, POWER NOTES ON History of English Church and People;

During: Read from Interactive Reader pages 20-25 “A History of English Church and People”

After: Go over questions 24-25;

Day Six

BEFORE: Reading quiz on Beowulf;

During: Outline Medieval Period pages 28--33;

After: Exit slips: How is the Medieval Period different from the Anglo-Saxon Period?

Day Seven

Objectives:

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

**Today, students will be seated in groups of 3-4;

Before: Discuss Verbal Irony; Come up with an example of it.

During:

Read about Chaucer’s Style on page 140-141; Read about Chaucer’s life on page 142;

Use the interactive reader to introduce characterization and read the first 42 lines of the Prologue to the Canterbury Tales together as a class.

Pass out character analysis assignment; Each table will receive a different character to analyze and present to the class; If character is not in the interactive reader, a separate text will be provided;

I will model this technique with the Nun.

After:

Students present findings with the class while the rest of the class makes notes in the interactive reader and own paper;

**Students will sign up for group project; Pass around sign up sheet and provide copies of the stories the students need to read; Reading quiz in less than a week; Teacher will cover assignment guidelines;

Day Eight:

Objectives:

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

Before: Quick Write: What aspects of Chaucer’s life enable him to understand characters from all walks of life (feudal, ecclesiastical, and commoners)?

During: Students will finish presentation and character analysis; As a class, read pages 163 (line 735)-166

After: On page 167, answer 1-3; 5 (Skipper & Nun only); 7-8;

Homework:Complete interactive reader 39-40

Day Nine:

Objectives:

11. 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 12.2]

16. Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. [RI 12.7]

27. Draw evidence from a text to support analysis, reflection, and research [W 12.9]

Before: Go over “Synthesize” as the standards focus on page 42 in the interactive reader;

During: Students will read the three selections in Pilgrimages: Journeys of the Spirit and answer the questions in the margins as they read;

After: Students will complete pages 50-51 in review of the three selections;

Day Ten:

Objectives:

27. Draw evidence from a text to support analysis, reflection, and research [W 12.9]

29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively;[SL 12.1]

33. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest [SL 12.5]

34. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate; [SL 12.6]

35. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking; [L 12.1]

“The Pardoner’s Tale” page 170-182

Day Eleven

Objectives:

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 12.5]

Read “The Wife of Bath’s Tale” page 183-199

Day Twelve

Objectives:

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 12.5]

]]29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively;

Before: Introduce medieval knights by reading “The Ideal Knight” on page 228, and medieval romance on page 229; Then have students turn in their interactive readers to page 52 and compare and contrast today’s idea of honor with the medieval idea;

Go over “inferences” & situational irony as target skills/ terms

During: Read Sir Gawain & the Green Knight on pages 54-68 answering questions in the margins;

After: Answer questions in the interactive reader for ages 69-71; Exit slip: Identify the element of situational irony within the story

Day Thirteen

Objectives:

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 12.5]

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W. 12.2]

35. Apply understanding that usage is a matter of convention, can change over time, and is sometimes contested; [L1a]

Before: Quiz on “Sir Gawain and the Green Knight”

During: Review for Unit Test;

Complete Assessment Practice on Pages 284-285 and go over. Complete 286-287 and go over.

After: Go over.

Day Fourteen & Day Fifteen

Objectives:

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 12.5]

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

35. Apply understanding that usage is a matter of convention, can change over time, and is sometimes contested; [L1a]

Unit One Test: Anglo-Saxon and Middle Ages

Objectives:

Day 16:

27. Draw evidence from a text to support analysis, reflection, and research [W 12.9]

32. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow line of reasoning, alternate 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. 12.4]

33. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest [SL 12.5]

34. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate; [SL 12.6]

35. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking; [L 12.1]

37. 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.

BEFORE: Remind students of grading rubric and speaking expectations.

DURING: Presentations

AFTER:**Students will write self-reflection journals on presentation / group work process