Unit 6 Love and Loss: for Every Gain, a Price Is Paid

12th Grade English Language Arts

Unit 6 – Love and Loss: For Every Gain, A Price is Paid

Unit Background

Organizing Concept: Love and Loss: For Every Gain, Time Frame: 3 Wks. Blked.

A Price is Paid 6 Wks. – Trad.

Short Descriptive Overview: The students will read and interpret poetry by various authors of the period such as Browning, Arnold, and Tennyson. Students will also be expected to make an oral presentation on a selected poem.

Topics: dramatic monologue, dramatic irony, symbolism, parallelism, blank verse, patterns of organization, imagery, irony, cause and effect, author’s point of view, mood, and tone

Curriculum Focus

TEKS (List TAKS Objective after Student Expectations):

Writing: See Written Composition Timeline

Reading:

Always Do:

(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(A) expand vocabulary through wide reading, listening, and discussing

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary

(E) use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words

(G) read and understand analogies

(7) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems

(B) draw upon his/her own background to provide connection to texts

(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding

(F) produce summaries of texts by identifying main idea and supporting details

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience

(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including British literature, in increasingly demanding texts.

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media

(C) read British and other world literature, including classic and contemporary works

(10) Reading/culture. The student reads widely, including British literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across culture.

(B) compare text events with his/her own and other readers' experiences

(11) Reading/literary response. The student expresses and supports responses to various types of texts.

(A) respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays

(12) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

(F) connect literature to historical contexts, current events, and his/her own experiences

(15) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.

(B) use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes.

(F) make relevant contributions in conversations and discussions

Listening/Speaking:

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes.

(B) use informal, standard, and technical English to meet demands of occasion, audience, and task

(17) Listening/speaking/presentations. The student prepares, organizes, and presents oral messages.

(G) interpret literary texts such as telling stories, and interpreting scenes from narrative or dramatic texts or poems

18) Listening/speaking/evaluation. The student evaluates and critiques oral presentations and performances.

(D) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language

Viewing/Representing:

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture

Organizing Concept: Love and Loss: For Every Gain, A Price is Paid

Code: WC – Writer’s Craft Focus

L – Literature Focus

Generalizations/Enduring Understandings:

·  Death is inevitable (L)

·  Love has limitations (L)

·  Descriptive detail and diction create a particular mood. (WC)

·  Imagery creates a mental picture to help the reader relate to the selection. (WC)

·  “No man is an island.” is a common theme in literature. (L)

·  Jealously is a destructive emotion. (L)

·  Insanity lends itself to an unrealistic sense of logic. (WC)

Essential or Guiding Questions:

·  What is death? (WC)

·  What is love? (WC)

·  What techniques do authors use to create mood? (L)

·  Why do writers use imagery? (L)

·  What types of situations create feelings of isolation for a character? (L)

·  To what extent can the individual control his own emotions? (WC)

·  How can society justly evaluate sanity? (WC)

Topics:

Dramatic monologue, dramatic irony, symbolism, parallelism, blank verse, patterns of organization, imagery, irony, cause and effect, author’s point of view, mood, and tone

Essential Facts:

·  Victoria was crowned queen of England in 1837, at the age of eighteen and went on to rule for more than sixty years.

·  A spirit of inquiry, a reverence for stability and decorum characterized the “Victorian Era.”

·  Continued advances in science and technology gave Victorians hope that all social problems could be resolved by the march of “progress.”

·  During Victoria’s reign, so vast and widespread were the lands under British control that it was said that the sun never set on the British Empire.

·  By the end of the century, the disruption and materialism of the era made people question changes brought on by rapid industrialization and revelation their definitions of progress.

Processes and Thinking Skills: (including overtly taught/emphasized TAKS skills)

·  Understanding of historical context

·  Analyzing

·  Interpreting

·  Inferencing

·  Recognizing patterns of organization

·  Drawing conclusions

·  Understanding Connotative/Denotative meaning

·  Comparing and/Contrasting using Venn diagram and T-chart

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12th Grade English Language Arts

Unit 6 – Love and Loss: For Every Gain, A Price is Paid

Assessment Evidence

Formative Assessment (for learning)

·  Direct questioning (oral and written)

·  Teacher observation

·  Oral discussion

·  Reading Check/quizzes

·  Unit Test (See Test Generator)

Summative Assessment (of learning) Teacher needs to create scoring guide for student product or use Portfolio Management System Rubrics, p. 135.

Response to Reading

(See Teacher’s Guide and Student Booklet)

1 Literary Question. Support your answer with evidence from the selection.

1st Passage Title: “Porphyria’s Lover”

Genre: Poetry

2 Expository Question. Support your answer with evidence from the selection.

2nd Passage Title: “Idyllic Facade in Ruins”

Genre: Internet Article

3 Crossover Question. Support your answer with evidence from both selections.

Other Assessments

Number of multiple choice questions: Obj. 1: Obj. 2: Obj. 3:

Written Composition Question:

Other Performances or Products

Student Investigations:

·  Optional “I” Research for student presentations

Student Performance:

·  Oral presentation of poetry analysis

Student Products:

·  Choice of Products from Building Your Portfolio. HWR p.514.

Instructional Focus

District Required Titles

Literary / Expository / Media
Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:

Related Titles

Literary / Expository / Media
Title: “Porphyria’s Lover”
Genre: Poem
Period: Victorian
Source: HRW / Title: “Idyllic Façade in Ruins”
Genre: Internet Article
Period: Contemporary
Source: Internet / Title:
Genre:
Period:
Source:
Title: “The Lady of Shalott”
Genre: Poem
Period: Victorian
Source: HRW / Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:
Title: “Dover Beach”
Genre: Poem
Period: Victorian
Source: HRW / Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:
Title: “My Last Duchess”
Genre: Poem
Period: Victorian
Source: HRW / Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:

Support Materials:

·  One Stop Planner CD with Ancillary Resources

Reading Focus:

·  Reading Comprehension Strategies from Mosaic of Thought

¨  Building schema

¨  Finding the essence

¨  Questioning

¨  Visualizing

¨  Inferring

¨  Synthesizing

Writing Focus: See Written Composition Timeline

· 

Viewing Representing Focus:

·  View accompanying video clip to analyze and evaluate

·  Students connect the video cassette segment to a historical period and to specific literary selections (One Stop Planner)

Speaking/Listening Focus:

·  Listen to CD Audio of different Literary works

·  Class presentations

Language of Instruction:

·  Irony, Words to Own Ancillary

Vocabulary Workshop:

·  ACT, SAT terms

·  Literary terms

·  Vocabulary workshop (CD ROM from One Stop Planner) *Focus – based on demonstrative need

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