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Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature ESTIMATED TIME: 4-­‐5 weeks OVERALL EXPECTATIONS: By the end of this unit, students will: PA CORE STANDARDS: English/Language Arts READING R11.B.1.1.1 R11.B.1.2.1 R11.A.1.3.1 R11.A.1.3.2 R11.B.2.2.2 R11.B.2.1.1 R11.B.2.1.2 CCR.RL.1 CCR.RL.2 CCR.RL.3 CCR.RL.6 CCR.RL.9 CCR.RL.10 Time frame for Completion: 4-­‐5 weeks 2 WRITING 1.4.11.B 1.4.11.C 1.5.11.A 1.5.11.B 1.5.11.C 1.5.11.D 1.8.11.A 1.8.11.B 1.8.11.C SPEAKING AND LISTENING 1.6.11.A 1.6.11.B 1.9.11.A LANGUAGE -­‐ See attached Language Progressive Skills chart for scope and sequence Every Teacher Teaches ESL ELP Standard 1: English Language Learners communicate in English for social and instructional purposes within the school setting. ELP Standard 2: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 1 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature ENDURING UNDERSTANDINGS American Literature reveals the complexities of the American Experience. ESSENTIAL QUESTIONS -­‐ How does American Literature reflect the culture, national identity, and experiences of the United States? -­‐ What are the core elements of being an American? -­‐ How do cultures and traditions inform the American writer? -­‐ How has the American author distinguished him or herself in the literary tradition? ACADEMIC/CONTENT VOCABULARY: Affix, Allegory, Alliteration, Allusion, Analysis, Antonym, Argument/Position, Author’s Purpose, Bias, Biography, Character, Characterization, Climax, Compare/Contrast, Conflict/Problem, Connotation, Context Clues, Cultural Significance, Defense of a Claim, Dialect, Dialogue, Diction, Differentiate, Drama, Dramatic Script, Draw Conclusion, Elements of Fiction, Elements of Nonfiction, Evaluate, Explain, Explicit, Exposition, Fact, Falling Action, Fiction, Figurative Language, First Person, Flashback, Focus, Foreshadowing, Generalization, Genre, Headings, Graphics and Charts, Hyperbole, Imagery, Implicit, Inference, Informational Text, Interpret, Irony, Key/Supporting Details, Key Words, Literary Device, Literary Element, Literary Form, Literary Movement, Literary Nonfiction, Main Idea, Metaphor, Monologue, Mood, Motif, Multiple-­‐meaning Words, Narrative, Narrator, Nonfiction, Opinion, Personification, Plot, Poetry, Point of View, Prefix, Propaganda, Propaganda Techniques (Name-­‐calling, Bandwagon, Red herring, Emotional appeal, Testimonial, Repetition, Sweeping generalization/stereotyping, Circular argument, Appeal to numbers, facts, or statistics), Resolution, Rising Action, Satire, Sentence Variety, Sequence of Steps, Setting, Simile, Soliloquy, Sound Devices, Speaker, Stage Direction, Structure of Poem, Style, Suffix, Summarize, Symbolism, Synonym, Syntax, Text Organization/Structure, Theme, Third Person, Tone, Universal Character, Universal Significance, Voice Online/Video Resources Paper Resources Edgar Allan Poe -­‐ Assorted works which may include: “The Fall of the House of Usher” “The Black Cat” “The Raven” “The Bells” “Cask of Amontillado” “Hop Frog” “Pit and the Pendulum” “Annabel Lee” “Premature Burial” UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 2 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature Nathaniel Hawthorne “Young Goodman Brown” “Minister’s Black Veil” The Scarlet Letter Joyce Carol Oates “Where Are You Going, Where Have You Been?” Ancillary readings connected to “WAYG,WHYB?” Grimm’s Fairy Tales William Faulkner “A Rose for Emily” Flannery O’Connor “A Good Man is Hard to Find” “Good Country People” “Revelation” Sylvia Plath “Lady Lazarus” T. C. Boyle “Greasy Lake” Supplemental Resources: PREREQUISITE KNOWLEDGE Keystone Literary Terms DIFFERENTIATION ACCELERATION Include in this section: 1. Characteristics of students who would need acceleration: Students with GIEP goals involving reading and writing 2. Possible research, projects, or activities: 3. Any resources needed to provide acceleration: INTERVENTION Adaptations for students with visual or auditory perceptual difficulties: • Large print texts • Books on tape • Transcription software Adaptations for students with integrative difficulties such as abstract thinking and conceptualization: • Modified texts and assessments per special education co-­‐teacher UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 3 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature INSTRUCTIONAL ACTIVITIES TEACHER NOTES AND ELABORATIONS FORMATIVE ASSESSMENTS •
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COMMON ASSESSMENTS SUMMATIVE ASSESSMENTS •
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Teacher observation Quia Quizzes Anticipation/Study Guides Assigned Questions Brainstorming Journaling RWPS-­‐Read-­‐Write-­‐Pair-­‐Share Close Read for Literary Devices Double-­‐Entry Journals Journaling/Blogging Compare/Contrast discussion on multiple plays/themes/core ideas Admit Slips: At the beginning of class, students jot quick responses to a prompt tied to the topic. These should not be graded. They are to help you assess what students know and guide instruction Exit Cards •
SAMPLE INSTRUCTIONAL STRATEGIES AND ACTIVITIES • Note-­‐taking from lecture/direct instruction or class discussion. • Reading non-­‐fiction and fiction texts. • Participating in seminar discussions. • Writing in response to reading, media presentation, research, or the work of other students. (i.e. reflective journaling or blogging). • Research using print and electronic resources. • Presentation of summary and/or analysis of historical events as a website, essay, video, or live presentation. • Reciprocal Teaching activities • Debates. • Webquests. • Simulations. • Collaboration with other students. • Jigsaw presentation. •
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Teacher observation Online assessments (Quia, Kahoot, Socrative) The summative assessment is the culminating task that will require students to draw upon the skills and concepts they have developed throughout the unit in order to demonstrate their understanding. A good summative assessment will require the application of skills, concepts, and understandings, rather than a mere reporting of information. Summative assessments are often performance assessments requiring students to use higher level thinking skills. The competencies identified for the unit must support the summative assessment. Often times, starting to build a unit with the summative assessment will help the teacher to identify the skills needed to be taught and practiced and to design lessons that incorporate instructional strategies and best practices to explicitly teach these skills and concepts. Use criteria or rubrics to guide work The summative assessment is the culminating task that will require students to draw upon the skills and concepts they have developed throughout the unit in order to demonstrate their understanding. A good summative assessment will require the application of skills, UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 4 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature concepts, and understandings, rather than a mere reporting of information. Summative assessments are often performance assessments requiring students to use higher level thinking skills. The competencies identified for the unit must support the summative assessment. Often times, starting to build a unit with the summative assessment will help the teacher to identify the skills needed to be taught and practiced and to design lessons that incorporate instructional strategies and best practices to explicitly teach these skills and concepts. !
Use criteria or rubrics to guide work PA CORE STANDARDS: CC.1.2.9-­‐10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis of series of ideas or events including the order in which the points are made, how they are introduced and developed, and the connections that are drawn from them. Assessment Anchors – Descriptor: L.N.1.1: Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.1: Identify and/or analyze the author’s intended purpose of the text. L.N.1.1.2 Explain, describe, and/or analyze examples of a text that support the author’s intended purpose. L.N.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea or concept. L.N.1.1.4 Explain how an author’s use of key words or phrases in text informs and influences the reader. Sample Keystone Question Standard L.N.1.1.1 What is the author’s purpose in writing the passage? Standard L.N.1.1.2 Which additional information would best support the author’s purpose? Standard L.N.1.1.3 How does the author’s use of imagery in the sentence help to communicate an idea? Standard L.N.1.1.4 Which statement best describes how the author’s use of the phrase “the hen laid hardboiled eggs” influences the reader? Assessment Anchors – Descriptor: L.N.1.2: Use appropriate strategies to analyze to determine and clarify meaning of vocabulary in literature. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.1.2.1 Identify and/or apply synonym or antonym of a word used in a text. L.N.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 5 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature with an affix from a text. L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-­‐meaning, or ambiguous words. L.N.1.2.4 Draw conclusions about connotations of words. Sample Keystone Questions L.N.1.2.1 Which word is a synonym for forbearance? L.N.1.2.2 The suffix “-­‐tion” helps the reader know that the word “abstraction” means L.N.1.2.3 What does the word gregarious mean as it is used in the sentence? L.N.1.2.4 What is being suggested by the use of the word glide in this sentence? Assessment Anchors – Descriptor: L.N.1.3: Use appropriate strategies to comprehend literature during the reading process. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text. L.N.1.3.2 Summarize the key details and events of a nonfictional text, in part or as a whole. L.N.1.3.3 Analyze the interrelationship of ideas and events in a text to determine how one idea or event may interact and influence another. Sample Keystone Questions L.N.1.3.1 According to the passage, what was Franklin’s first job upon arriving in Philadelphia? L.N.1.3.2 Which sentence best completes the summary? L.N.1.3.3 Based on information in the passage, how does the fiber in apples relate to improved heart health? Assessment Anchors – Descriptor: L.N.2.1: Use appropriate strategies to make and support interpretation of literature Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.2.1 Make inferences and/or draw conclusions based on analysis of the text. L.N.2.2 Cite evidence from a text to support generalizations. Sample Keystone Questions L.N.2.1 Based on information in the passage, what conclusion can be made about apples? L.N.2.2 Which statement from the passage best supports the generalization that the sport of curling requires careful strategy? Assessment Anchors – Descriptor: L.N.2.2: Use appropriate strategies to compare, analyze, and evaluate literary forms. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.2.2.1 Analyze how literary form relates to and/or influences meaning of text. L.N.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 6 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature Sample Keystone Questions L.N.2.2.1 How does the author’s use of autobiography as a literary form influence the meaning of the passage? L.N.2.2.2 Which characteristic most identifies the passage as nonfiction rather than fiction? L.N.2.2.3 In what way are the two passages most similar? Assessment Anchors – Descriptor: L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary elements. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction. L.N.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction. L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfiction. L.N.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction. L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfiction. L.N.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction. Sample Keystone Questions L.N.2.3.1 Which word best describes the author in the passage? L.N.2.3.2 What is the relationship between the setting and the characterization of Florence Nightingale? L.N.2.3.3 Which sentence best describes the conflict of the events in the passage? L.N.2.3.4 Which sentence best states a theme in the passage? L.N.2.3.5 How does the author’s style contribute to the tone of the passage? L.N.2.3.6 What us the effect of the first person point of view in the passage? Assessment Anchors – Descriptor: L.N.2.4: Use appropriate strategies to identify and analyze text organization and structure in literary nonfiction. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.2.4.1 Identify, analyze, and evaluate the structure and format of complex informational texts. L.N.2.4.2 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. L.N.2.4.3 Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts. L.N.2.4.4 Make connections between the text and the content of graphics and charts. L.N.2.4.5 Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational text. Sample Keystone Questions L.N.2.4.1 What is the main organizational structure of the passage? L.N.2.4.2 According to the passage, what should be done first when getting ready to photograph a person outside? L.N.2.4.3 What effect does the text organization have on the passage? L.N.2.4.4 Based on information in the chart and the passage, what conclusion can be made about butterflies? L.N.2.4.5 How does the chart help to clarify information in the passage? UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 7 Unit 1: English 11 CP – Outsiders and Outcasts: A Study of Romanticism and Gothic Literature Assessment Anchors – Descriptor: L.N.2.5: Use appropriate strategies to identify and analyze essential and nonessential information in literary nonfiction. Eligible Content The following sets of indicators are used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will: L.N.2.5.1 Differentiate between fact and opinion L.N.2.5.2 Explain, interpret, describe, and/or analyze the use of facts and opinion in a text. L.N.2.5.3 Distinguish essential from nonessential information. L.N.2.5.4 Identify, explain, and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text. L.N.2.5.5 Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfictional text. L.N.2.5.6 Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point or construct an argument in nonfictional test. Sample Keystone Questions L.N.2.5.1 Which sentence from the passage contains an opinion? L.N.2.5.2 What does the opinion used in the sentence contribute to the passage? L.N.2.5.3 Which detail is least essential to the overall understanding of the passage? L.N.2.5.4 Which persuasive technique does the author use by including the results of a survey? L.N.2.5.5 Why is the propaganda technique used in the sentence effective? L.N.2.5.6 Why does the author use a personal anecdote about failure? UPPER MERION AREA SCHOOL DISTRICT ENGLISH 11 CP CURRICULUM 8