Download English II Curriculum - Hobbs Municipal Schools

Pre-AP English II Curriculum 2009-2010
10.1.2 (1st 9 Weeks – 2nd 4 ½ weeks)
Thematic Collection: Mythology/Antigone Unit
Essential Questions: What human characteristics lead to failure? Success?
How is Greek mythology evident in our culture today? What allusions are there to these stories?
Is civil disobedience just?
Do we as humans and as citizens have a moral obligation to be disobedient when laws go against our moral conscience?
Hobbs Standards
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NM
Standards &
Benchmarks
8/12/2010-English II 10.1.1
Suggested Activities
Hamilton, Edith. Mythology: Timeless Tales of Gods
and Heroes. New York: Warner Books, 1969. Print.
Reading/Literature
Students will be able to:
1. differentiate between classical and earlier,
primitive myths
2. recognize the chief Olympian gods and
goddesses and their functions
3. connect the importance of Greek gods and
goddesses to today’s culture
4. understand the Greek concept of “sin
begetting sin” using the House of Atreus and
the House of Thebes as examples
5. explain the belief in the infallibility of
oracles and the futility of defying fate
6. recognize the use of mythological allusions
in poetry, fiction, nonfiction books,
newspapers, and everyday conversations
7. examine the structure of a Greek drama and
understand odes and episodes
8. understand the background of the story of
Antigone
9. analyze the role of free will and fate in the
hero’s downfall
10. analyze the use of Aristotle’s three unities
11. analyze the role of dramatic irony in the play
12. listen to and participate in an oral reading of
the Greek drama
Resources
Textbook and Supplemental Materials. Additional
resources may be found at hobbsschools.net
IX-A.1
IX-F.1
Prestwick House Inc. Mythology: Timeless Tales of
Gods and Heroes. Individual Learning
Packet/Teaching Unit. 1999. Print.
I-D.2
1.
IX-B.4
“Introduction to Classical Mythology,” pp. 1323
Introduction to Classical Mythology
1. Read orally pp. 13-23 modeling the
Think Aloud strategy
http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/thinkaloud.h
tm
IX-A.1
2.
IX-D.1
IX-E.2
IX-F.1
2.
IX-B.4
IX-E.3
IX-B.1
III-D.1
“The Gods, The Creation, and the Earliest
Heroes,” pp. 24-36
http://www.teachers.ash.org.au/lmillar/greekmyths/si
temap.html
Answer questions 1-6 from Prestwick
Teaching Unit: Mythology
“The Gods, The Creation, and the Earliest
Heroes
1. Assign pp. 24-36, stopping at “The
Lesser Gods of Olympus”
2. Grade questions 1-3 from Prestwick
Teaching Unit Mythology, pp. 3-4
3. Review with students the Greek and
Roman gods and goddesses from
PowerPoint
4. Discuss Greek and Roman gods and
goddess as mythological allusions as
1
5.
6.
7.
3.
“ The House of Atreus,” pp. 247-265
5. “The House of Thebes,” pp. 266-280
Timeless Voices, Timeless Themes: Platinum. New
Jersey: Prentice Hall, 2000. 668-699. Print.
Neelan, Mary. Antigone Curriculum Unit. Villa
Maria: The Center for Learning. 1990. Print.
Zolpar, Tom. Antigone Teaching Unit. Clayton:
Prestwick House Inc. 2008. Print.
seen in much of literature, history, and
everyday life.
Play Jeopardy to recognize the function
of the major gods and goddesses and
their Greek and Roman names
Quiz over Greek and Roman gods and
goddesses.
Internet Assignment
“The House of Atreus”
1. Introduce “The House of Atreaus” as the
basis for Aeschylus’s Orestieian Trilogy
2. Read “The House of Atreaus,” and
discuss it as the basis for the Greek
drama of Aeschylus
3. Use questions 1-6, Student’s Copy of
Prestwick House Teaching Unit, p. 27 to
guide reading
4. Facilitate quiz over “The House of
Atreus” to monitor comprehension.
“The House of Thebes”
1. Discuss with students “The House of
Thebes” as the basis for Sophocles’
trilogy.
2. Discuss Aeschylus and Sophocles as the
great fifth century tragedian.
3. Use questions 1-4, Student’s Copy of
Prestwick House Teaching Unit, p. 28,
to discuss reading.
4. Bridge the gap between “The House of
Thebes,” and Antigone through
Prestwick AP Teaching Unit, p. 8
Antigone’s Backstory:
5. Examine the geology chart from The
Center for Learning’s Lesson 2
“Preparing to Read the Play,” and
complete the geology chart of Oedipus,
while teacher fills in the important
information.
6. Antigone, Sophocles, pp. 668-699
Antigone
1. Present the “Background of Greek
8/12/2010-English II 10.1.1
2
Theater,” pp. 1-7 Center for Learning
Discuss Antigone Lecture p. 3-7 from
Prestwick AP Teaching Unit to fill out
outline.
3. Guide for Reading, pp. 668-669, 684
• Build Vocabulary and Grammar
Skills
• Background for Understanding
• Literary Focus
• Reading Strategy
• Literature and Your Life
4. Read using assigned parts.
5. Quizzes to asses comprehension and
skills
6. Introduce students to AP Multiple
Choice type questions using the Practice
Multiple-Choice Questions pp 16-36.
7. Use Center for Learning Lessons
throughout the reading to aid in
comprehension
8. Guide for Responding, pp. 682-683,
698-699 to guide discussion, use
Reteach, p. 682 if students are
struggling.
9. Have students write a newspaper article
OR a letter using the Idea Bank, p. 683
10. Optional Teacher Project
2.
8/12/2010-English II 10.1.1
7. Unit Test: Mythology/Antigone
Unit Test: Mythology/Antigone
8. Writing Workshop: Writing a Persuasive Essay
Writing Workshop: Writing a Persuasive
Essay
3
B
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Elements of Literature, 4th Course. Austin: Holt,
Rinehart and Winston, 2007
Writing/Listening/Speaking
Students will be able to:
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practice writing through the use of various
selection Quickwrites
construct focused paragraphs with topic
sentences leading toward a logical
conclusion.
use an array of technology and media to
complete production tasks write an analytical
response to literature by examining the
literary elements of a short story.
select major ideas and develop them with
relevant reasons, supporting examples, and
details.
produce a persuasive essay dealing with the
major themes examined in the Greek drama
Antigone
organize a debate into constructive
arguments, refutations, and rebuttals.
1.
2.
IV-B.1
Writing: Writing a Persuasive Essay, pp. 342-349
3.
IV-D.3
VIII-C.1
Analytical Scale and Rubric – One-Stop Planner
Collection 4, Writing Workshop: Writing a
Persuasive Essay; Assessment; Holt Assessment:
Writing, Listening, & Speaking, Writing: Writing a
Persuasive Essay (Analytical Scale and Rubric)
4.
IV-B.2
Speaking: Participating in a Debate, pp. 350-353
III-B.2
IV-D.1
Analytical Scale and Rubric – One-Stop Planner
Collection 4, Listening and Speaking Workshop:
Participating in a Debate, Assessment, Holt
Assessment: Writing, Listening, & Speaking
5.
6.
8/12/2010-English II 10.1.1
Quickwrites
Complete written assignments for
various selections using short answer
and paragraph format
Internet Assignment: Examine the Greek
gods and goddesses. Record the Greek
and Roman names, the relationship to
other deities, appearance, and symbols.
Use multimedia to enhance final
production.
Idea Bank: Have students write either a
newspaper article with a headline that
would have appeared in polyneices was
buried OR write a letter imagining that
they are Ismene, writing a letter to
Antigone before her arrest by the sentry.
What would you tell her about her plans
to bury Polyneices? How would you
present the delicate situation?
Writing Workshop: pp. 342-349 using
http://www.cibacs.org/teacherpages/jbro
nkar/PDFs/Antigone%20Oedipus%20Pr
ompts.pdf as the persuasive writing
prompt.
• Prewriting
• Writing
• Evaluating and Revising
• Proofreading and Publishing
Participating in a Debate, pp. 350-353
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Vocabulary
Students will be able to
1.
increase retention and expansion of new
words through etymology-based vocabulary
2. apply knowledge of word families and word
suffixes to determine meaning
3. activate prior knowledge in context clues to
understand the meaning of new words
4. manipulate general and specialized
dictionaries, thesauri and glossaries (print
and electronic) to determine the definition
and pronunciation of unfamiliar words.
I-A.1
I-A.2
I-B.1
8/12/2010-English II 10.1.1
Frieze, Evelyn, and Collins, Katleen. Vocabulary So
to Speak. Dubuque: WM. C. Brown Book Company,
1966. Print.
I-A.3
“A Handbook of Literary Terms,” Elements of
Literature, 4th Course. Austin: Holt, Rinehart and
Winston, 2007. pp. 1107-1119.
Grammar and Language
Students will be able to
1. refine grammar, usage, and composition
skills in a variety of formats.
2. recall and apply the functions and
characteristics of coordinating conjunctions
to use them correctly and appropriately in
their writing.
3. analyze incomplete sentences to determine
the appropriate pronoun case, to complete the
clause, and to punctuate it appropriately
4. combine sentences using participial phrases
for more mature sentence structure
Osborn, Elizabeth. Latin and Greek Roots: A study of
word families. Clayton: Prestwick House, 2005. 6783.Print.
IV-F.1
“Language Handbook,” Elements of Literature, 4th
Course. Austin: Holt, Rinehart and Winston, 2007.
pp. 1137-1180.
II-A.1
One-Stop Planner, Collection 1, p. 2
Language Handbook Activities
II-C.1
Killgallon, Don, Sentence Composing for High
School. Portsmouth: Boynton/Cook Publishers, Inc.
1998. Print.
1. Review root words with students from pp.
32-33, 38-39, 44-45 and, 50-51 for each
of the four weeks
2. Use exercises from each unit to reinforce
learning of root words
3. Have students use the words in their
writing and speaking
4. Build Vocabulary, p. 683 Using the Latin
Prefix trans5. Build Vocabulary, p. 699 Using the
Greek Root -chor6. Use Vocabulary So to Speak
“Mythology’s Cornucopia of Words to
discuss how allusions mushroom in
everyday life, not just in literature.
1. Build Grammar Skills, Antigone, p. 683
Coordinating Conjunctions.
2. Build Grammar Skills, Antigone, p. 689
Pronoun Case in Incomplete Clauses
3. Participial Phrases from Sentence
Composing for High School by Don
Killgallon, pp. 12-23
4. Use Language Handbook Worksheets to
reinforce grammar skills
II-B.2
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