Backwards-Design Lesson Plan: English 4 – 5th Six Weeks – S15 – HALL/SIMMONS

Stage 1 – Desired Results
Content Standard(s):
The students will…
·  ELA.12.1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings.
·  ELA.12.1C analyze poetic context to distinguish between denotative and connotative meanings of words.
·  ELA.12.2C relate the characters, setting, and theme of a literary work to the historical social, and economic ideas of its time.
·  ELA.12.5B analyze the moral dilemmas and quandaries presented in poetry and works of fiction as revealed by the underlying motivations and behaviors of the characters.
·  ELA.12.13B structure ideas in a critical/analytical way (e.g., using outlines, note taking, graphic organizers, lists) and develop original works (poetry and stories) that illustrate rhetorical devices to convey meaning.
·  ELA.12.14A write an engaging poem and a story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone.
·  ELA.12.15D produce a multimedia presentation with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
·  ELA.12.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.
Understanding (s)/goals
Students will:
·  become more confident in their abilities to locate literary and rhetorical devices in literature and analyze the effects created through the use of these devices.
·  See the world through an existential lens; compare fate vs. free-will
·  Understand existential literary techniques
·  Become confident in their abilities to locate literary devices found in literature and explain the effects created through the use of these devices. / Essential Question(s) :
·  What are the implications of psychological insights into the characters? (character analysis)
·  How are psychological insights especially demonstrated in “The Open Door”, “The Rocking-Horse Winner”, and “Araby”?
·  Is the outcome of characters’ lives determined by fate, free will, or a combination of the two?
Student objectives (outcomes):
Students will be able to:
·  Analyze plot structure, conflict, characterization, theme, tone, mood, setting, and historical connection in fiction
·  Make complex inferences regarding the texts they read and provide textual evidence to support their theses
·  Determine class distinctions as illustrated in short stories
·  Analyze poetry
Stage 2 – Assessment Evidence
Performance Task(s):
·  Students will see the parallels between life and literature as we move between the characters and the students’ lives
·  Students will analyze the use of sensory language and explain what effect this has on the tone.
·  Students will analyze literary elements such as foreshadowing and symbolism to anticipate future events in the novel
·  Students will make complex inferences and support with textual evidence.
·  Students will examine use of literary/rhetorical devices and the effect they have on the reader / Other Evidence:
·  Application of literary terms and rhetorical devices
·  Vocabulary (connotative and denotative) in context
·  Open-ended responses
·  Unit examination
Stage 3 – Learning Plan
Learning Activities:
·  Participate in Socratic discussion including elements of characterization, plot development, effective use of rhetorical and literary devices, historical environments that impact the cause/effect relationships developed in the novels
·  Identify and analyze the effects of figurative language, sensory language, and diction throughout the novels and compare/contrast the use of these rhetorical/literary devices within the literature
Note: Assignments and Due Dates are subject to change according to student progress
Monday:
2/16
Begin poetry study
Handout: poetry terms
Go through terms in class / Tuesday:
2/17
Villanelle:
“Do Not Go Gentle Into That Good Night” by Dylan Thomas / Wednesday:
2/18
Sonnets:
Shakespearean/Elizabethan
Petrarchan / Thursday:
2/19 / Friday:
2/20
Vocabulary XVII
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
2/23
Victorian Poets:
John Keats
Robert Browning
Emily Bronte / Tuesday:
2/24
Naturalist Poets:
William Blake
William Wordsworth / Wednesday:
2/25
Poetry Recall:
Theme/thesis/evidence
“Ode on a Grecian Urn”
“The Tyger”
“Porphyria’s Lover” / Thursday:
2/26 / Friday:
2/28
Vocabulary XVIII
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/2
Poetry Recall:
Theme/thesis/evidence
“Ulysses”
“I Wandered Lonely As a Cloud”
“The World is Too Much With Us” / Tuesday:
3/3
Present poetry TPCASTT Lyrics projects in class / Wednesday:
3/4
POETRY ASSESSMENT / Thursday:
3/5 / Friday:
3/6
POETRY DAY
TSW write an original poem, illustrate the work, and present it to the class orally
Monday:
3/9
Begin Short Stories
Lit Book pp 1126-1136
“A Cup of Tea” by Katherine Mansfield
Respond to questions 1-2-3-4-5-7 on p. 1137
Theme, class distinctions / Tuesday:
3/10
Lit book pp 1138-1148 “The Duchess and the Jeweller” by Virginia Woolf
Respond to questions 1-10 on p 1149
Char., caste system / Wednesday:
3/11
Short story – “Skin”
After reading, TSW write a short story using a list of words provided / Thursday:
3/12 / Friday:
3/13
Vocabulary XIX
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)
Monday:
3/16
SPRING BREAK / Tuesday:
3/17 / Wednesday:
3/18 / Thursday:
3/19 / Friday:
3/20
Monday:
3/23
Short Story:
Lit book 1172-1173
Excerpt from Heart of Darkness
Write a scene in which a character’s emotional frame of mind reflects an uncertain situation and setting. (Model writing after Conrad’s excerpt.) / Tuesday:
3/24
Short Story:
“The Open Door”
by Saki
Psychological literature / Wednesday:
3/25
Lit Book pp 1198-1206
“Araby” by James Joyce
Coming-of-age story
P-O-V, critical interpretation
Respond to questions 3-4-5-6-7-8-9-10 on p 1207 / Thursday:
3/26 / Friday:
3/27
Vocabulary XX
(spelling, part of speech, definition, antonym, write varied sentence structures using context clues)