Instructor(s): Alisha Davis | Instructor Contact Info: |
Unit 1: Short Story
Unit 2: Poetry
Unit 3: Hamlet
Unit 4: The Turn of the Screw
Unit 5: Frankenstein
Unit 6: Short Story
Unit 7: Poetry
Unit 8: Kindred
Unit 1: Short Story | |||
Standards Covered in This Unit: Skill Category 5: Explain the function of word choice, imagery, and symbols. Skill Category 4: Explain the function of the narrator or speaker. Skill Category 7: Develop textually substantiated arguments about interpretations of a portion or whole text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Aug 15 | “Story of an Hour” | Develop strong Thesis and Topic Sentences | SOAH Thesis and Topic Sentences SOAH-Creative writing assignment |
Week of Aug 22 | “Girl” | Develop strong Thesis, Topic Sentences and Analytical Statements. | “Girl” Prove vs. Poetry argument “Girl” Timed Write |
Unit 2: Poetry | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 3: Explain the function of plot and structure. Skill Category 7: Develop textually substantiated arguments about interpretations of a portion or whole text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Aug 29 | Poetic Forms | Recognize and analyze multiple forms of poetry. Recognize shifts within the text of the poem. | Poetic Forms Cheat Sheet Good Bones Analysis |
Week of Sep 6 | Poetic Analysis and Creation | Write a sonnet and one poem in a specific form. Make connections between other forms of art and poetry. Accurately identify a form and support identification with textual evidence. | Sonnet Form of Your Choice Poem Poetry Analysis Test |
Unit 3: Hamlet | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 2: Explain the function of setting. Skill Category 3: Explain the function of plot and structure. Skill Category 7: Develop textually substantiated arguments about interpretations of a portion or whole text. Skill Category 10: Students write essays that proceed through multiple stages or drafts, including opportunities for conferring and collaborating with their teacher and/or peers. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Sep 12th | Shakespeare-Background | Students will have a deep understanding of the context in which Shakespeare wrote. | Notes |
Week of Sep. 26 | Hamlet Act I Theme and Character Development | Students will be looking for clues to support the development of a theme or a character for their literary analysis | Act I Cornell Notes |
Week of Oct 3 | Hamlet Act II Theme and Character Development | Students will be looking for clues to support the development of a theme or a character for their literary analysis | Act II Cornell Notes Hamlet Sanity Debate |
Week of Oct 12 and 17th | Hamlet Act III Theme and Character Development | Students will be looking for clues to support the development of a theme or a character for their literary analysis | Act III Cornell Notes “To Be” Worksheet |
Week of Oct 24th | Hamlet Act IV Theme and Character Development | Students will be looking for clues to support the development of a theme or a character for their literary analysis | Act IV Cornell Notes |
Week of Oct 31st | Hamlet Act V Theme and Character Development | Students will be looking for clues to support the development of a theme or a character for their literary analysis | Act V Cornell Notes |
Week of Nov 7th | Literary Analysis | Students will write a well-developed essay examining the development of either a theme or a character over the course of the play. | Literary Analysis Paper |
Unit 4: The Turn of the Screw | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 2: Explain the function of setting. Skill Category 3: Explain the function of plot and structure. Skill Category 4: Explain the function of the narrator or speaker. Skill Category 7: Develop textually substantiated arguments about interpretations of part or all of a text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Nov 14th | Background of Henry James and the tale. Introduction to main conflict of story. Intro-Ch. 6 | Students will analyze the book for evidence to argue that the ghosts are real or in the narrator’s head, and the implications of that conclusion on the interpretation of the text. | Background Notes Actively Learn Questions Ghost Notes |
Week of Nov 21 and Nov 28 | Ch. 7-12 | Students will analyze the book for evidence to argue that the ghosts are real or in the narrator’s head, and the implications of that conclusion on the interpretation of the text. | Actively Learn Questions Ghost Notes |
Week of Nov 28 | Ch. 13-18 | Students will analyze the book for evidence to argue that the ghosts are real or in the narrator’s head, and the implications of that conclusion on the interpretation of the text. | Actively Learn Questions Ghost Notes |
Week of Dec. 5 | Ch. 19-24 | Students will analyze the book for evidence to argue that the ghosts are real or in the narrator’s head, and the implications of that conclusion on the interpretation of the text. | Actively Learn Questions Ghost Notes Notes on Argumentative Writing |
Week of Dec. 12 | Argumentative Essay | Students will write a well-developed essay arguing whether they believe the ghosts in “The Turn of the Screw” are real or not. | Argumentative Essay |
Unit 5: Frankenstein | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 3: Explain the function of plot and structure. Skill Category 4: Explain the function of the narrator or speaker. Skill Category 5: Explain the function of word choice, imagery, and symbols. Skill Category 6: Explaining the function of comparison. Skill Category 7: Develop textually substantiated arguments about interpretations of part or all of a text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Jan 9 | Mary Shelley | Students will be familiar with how the story came into existence and the philosophical implications of the time as they play out in the story. | Background Notes Anticipation Guide |
Week of Jan 17 | The framing of the text | Students will comprehend the unique framing of the story. Students will be able to analyze Walton’s point of view and in which ways he is an unreliable narrator. | Letter Notes |
Week of Jan 23 | Ch. 1-8 Contrast as a literary device | Students will be able to identify and explain how contrasts can illuminate the complexity of a text. | Meaningful Contrast Notes Ch. 5-8 Quick Write |
Week of Jan. 30 | Ch. 9-16 Analysis | Students will be able to take effective notes that can be used in literary analysis. | Side-by-Side Journal |
Week of Feb. 6 and Feb 13 | Ch 17-24 Art Connections Symbolism | Students will analyze the connections between art and symbolism within the text. | Picture Essay Quick Write #2 |
Week of Feb 20 | Argumentative Paper | Students will write a well-written essay where they first define what a monster is in societal terms and then argue which character, the doctor or the monster, best fits the definition. | Argumentative Essay |
Unit 6: Short Story | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 2: Explain the function of setting. Skill Category 3: Explain the function of plot and structure. Skill Category 4: Explain the function of the narrator or speaker. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Feb 27 | “The Flowers” Alice Walker | Students will be able to accurately infer what is happening in the story and analyze how the piece was effective in getting its meaning across. | Timed Write |
Week of Mar 6 | “The Dead” James Joyce | Students will examine the use of symbolism in the text and write a short analysis of its development. | Short Essay |
Unit 7: Poetry | |||
Standards Covered in This Unit: Skill Category 3: Explain the function of plot and structure. Skill Category 5: Explain the function of word choice, imagery, and symbols. Skill Category 6: Explain the function of comparison. Skill Category 7: Develop textutally substantiated arguments about interpretations of part or all of a text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Mar 20 | Research a Poet and their work | Students will be able to articulate the background of a modern poet, with special attention to their influences and style. | Poet Pamphlet |
Week of Mar 27 | Analyzing poetry for style Tribute poem | Students will be able to write a poem in tribute to a living poet by emulating their style. | Poet Pamphlet |
Unit 8: Kindred | |||
Standards Covered in This Unit: Skill Category 1: Explain the function of character. Skill Category 3: Explain the function of word choice, imagery, and symbols. Skill Category 4: Explain the function of the narrator or speaker. Skill Category 7: Develop textually substantiated arguments about interpretations of part or all of a text. | |||
Date(s) | Topic(s) | Learning Intentions & Success Criteria | Assignments & Assessments |
Week of Apr 3 | Object Essay Background on Butler Read the Prologue/River/Fire | Students will read and evaluate object essay examples. Students will debate the time travel paradox and support their conclusions with textual evidence. | Anticipation Guide |
Week of Apr 10 | Read Fall and Fight Brainstorming for Object Essay | Students will evaluate symbols within the text and brainstorm objects to research for their essay. | Brainstorming Guide |
Week of Apr 17 | Read the Storm and Rope Transference of story across medium | Students will compare the presentation of the story in the original novel to that of the graphic novel, debating the relative pros and cons of each medium as the story development is concerned. | Short Essay on Comparison |
Week of Apr 25 | Read the Epilogue Continue Research | Students will continue their research into their object and construct an outline for their essay. | Essay Outline |
Week of May 1 | Finish Object Essay | Students will workshop, revise, and submit their final Object Essays. | Object essay. |