Rev. 10/11ENG III: The Cultural Impact Part B
Unit One ALITERATURE: Emerging Modernism
GRAMMAR: Agreement
WRITING SKILLS: Multi-media Presentation
VOCABULARY: Unit Three (Improving Vocabulary Skills)
Length of Unit / KY CORE ACADEMIC STANDARDS / Vocabulary/Learning Targets / Activities/Assessments/
Resources
Three ½ Weeks / RL-11-4:
Analyze the impact of specific words on meaning and tone including:
· Words with multiple meanings
· Language that is particularly fresh, engaging, or beautiful
WR-11-3:
Write narratives to develop real or imagined experiences using effective technique, well-chosen detail, and well-structured event sequences.
WR-11-4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LA-11-1:
Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking. / Vocabulary: Sonnet, imagery, figurative language, sound devices, rhythm, description, mood, repetition, word choice/diction, stream of consciousness, sequencing of events
Unit Learning Targets:
1. I can analyze the effect of word choice in a text.
2. I can write using narrative form to enhance my argument.
3. I can write effective introductions.
4. I can write effective body paragraphs that use appropriate transitions and topic sentences.
5. I can support my argument with strong and appropriately cited evidence that considers the audience.
6. I can make a verb agree with its subject in number. / 1. Agreement Instruction as Bellwork from Warriner’s English and Composition, Third Course
Week One: Pre-test, Identifying Subjects and Verbs, Preposition Song (Ongoing daily throughout unit), Helping Verbs, Rule A and Exercise One
Week Two: Preposition Song (Ongoing daily throughout unit) Rule B.1-2, Exercise 2, Rule C, Exercise 4, Additional Practice Exercises
Week Three: Preposition Song (Ongoing daily throughout unit), Rule D and Kinesthetic Learning Activity, Rule E and Kinesthetic Learning Activity, Rule F and Kinesthetic Learning Activity, Exercise 5, Additional Practice Exercises
Week Four: Preposition Song (Ongoing daily throughout unit) Review Exercise A, Rule G, Rule H, Exercise 6, Rule I
2. Improving Vocabulary Skills
Unit Three Pretest, Chapters
1 -2
3. Day One: Introduction to Modernism/Harlem Renaissance. May use info from pp. 1016-17.
4. Day Two:Countee Cullen poetry. Choose two from among the following: “Tableau,” “Yet Do I Marvel,” and “any Human to Another” (Sonnet, p.942) F-L
5. Day Three and Four: Author Study – Langston Hughes (Informational Text, pp. 920-923). Choose 2-3 of the following pieces: “The Negro Speaks of Rivers,” “Mother to Son,” “Harlem,” (poem, p. 926), “The Death of the Hired Man,” (poem, p.1007) and “The Weary Blues” (p. 927.) F and NF-I
6. Day Five and Six: Author Study – Robert Frost (pp. 996-999). Choose 1-2 of the following pieces: “Acquainted with the Night” (p. 1001), “The Mending Wall” (pp. 1002-1003), “Out, Out -“ (pg. 1004), “The Death of the Hired Man” (pp. 1007-1011), and “Birches” NF-I, F-L
7. Day Seven and Eight: “The Love Song of J. Alfred Prufrock” by T.S. Eliot (pp.1025-29)
8. Days Nine, Ten, Eleven and Twelve: Writing the Essay – Introductions/Conclusions, Transitions/Topic Sentences, Internal Citation and Embedding of Sources (Paraphrasing, Summarizing, or Quoting), Narrative Writing in Other types of text
9. Day Thirteen: Timed Writing – Essay over one of the pieces read during unit thus far. (Grade for thesis, intro, and conclusion)
10. Day Fourteen - Sixteen: Author Study – William Faulkner or Ernest Hemingway – Read 1 of the following pieces: “A Rose for Emily” and “The End of Something”
11. Day Seventeen: Timed Writing – Essay over short story above. Grade for transitions, topic sentences, and internal citation
Unit Two A
LITERATURE: Civil Rights
GRAMMAR: Agreement
WRITING SKILLS: Research
VOCABULARY: Unit Three (Improving Vocabulary Skills)
Length of Unit / KY CORE ACADEMIC STANDARDS / Vocabulary/Learning Targets / Activities/Assessments/
Resources
Four Weeks / RI-11-3:
Identify and analyze a:
· Complex set of ideas
· Complex sequence of events
Explain how specific individuals, ideas, and/or events interact and develop throughout a text.
RI-11-5:
Identify the structure of an argument and based on this evaluate whether or not the points are clear, convincing, and engaging for the reader.
Analyze the overall effectiveness of the structure of the exposition or argument.
RI-11-7:
Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
RI-11-10:
By the end of grade 11, read and comprehend literary nonfiction in the grade 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
WR-11-6:
Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WR-11-7:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
WR-11-8:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
SL-11-5:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of perentations.
LA-11-1:
Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking. / Vocabulary: Author purpose, Audience, Eyewitness Report, Chronological Order, Open Letter, Syntax, Paradox, Allusion, Logical Argument, Deductive and Inductive Reasoning, Modes of Persuasion
Unit Learning Targets:
1. I can analyze a complex set of ideas. (Reword using student friendly language.)
2. I can analyze a complex sequence of events. (SFL)
3. I can explain how specific individuals, ideas and/or events relate to each other and change throughout a text.
4. I can evaluate whether the points of an argument are clear, convincing, and engaging for the reader.
5. I can evaluate the overall effectiveness of an argument.
6. I can combine information from different media or formats to address a question.
7. I can independently read and comprehend nonfiction text, understanding key ideas and details, craft and structure and combining knowledge of the era and ideas from the text. (SFL)
8. I can use technology to produce, publish, and update writing products in response to ongoing feedback, including new arguments or information.
9. I can research a topic to answer a question, synthesizing information from multiple sources and evaluating the credibility of sources while not plagiarizing. (SFL)
10. I can make a verb agree with its subject in number.
11. I can make a pronoun agree with its antecedent in number and gender.
Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Have you ever been a victim of discrimination? What are ways that students your age face discrimination? (Activity 1)
3. How did American society change during the middle years of this century? Why did these changes happen? How did these changes affect Literature and the arts? (Activity 3)
4. Why was the murder of Emmett Till a pivotal moment in Civil Rights history? How does the literary genre and the intended audience affect this? (Activity 5)
5. How might an eyewitness account, a primary source, differ from a secondary source? What organizational pattern is typically used in an eyewitness account? Why? (Activity 7)
6. What is an open letter? How does syntax affect a writer’s message? What is paradox? (Activity 8)
7. How is the writing from a period of time representative of that time? What is an allusion? How does Martin Luther King use allusions and reasoning to affect his purpose? What is a logical argument? What are deductive and inductive reasoning? How does King use these? What is the effect? (Activity 9)
8. How can the historical context of a piece influence the reader’s understanding? What is the structure of an argument? (Activity 10 & 11) / 12. Agreement Instruction as Bellwork from Warriner’s English and Composition, Third Course
Week One: See week four above.
Week Two: Review Exercise C, Rule J, Exercise 8, Rule K, Exercise 9
Week Three: Rule L, Rule M, Rule N,O, P, Q, Exercise 10
Week Four: Exercise 10, Review Exercise E, Rule R.1, R.2, R.3, Exercise 11, Exercise 12
2. Improving Vocabulary Skills
Unit Three Pretest, Chapters
1 -2
13. Day One: Introductory Project Assignment – Timeline of the Civil Rights Movement – Research in computer lab. Plagiarism will be addressed with this assignment.
NF-I
14. Day Two:The Gettysburg Address (speech, pp.605-606) NF-I
15. Day Three and Four: Café Conversation: Students will rotate through several stations to read and reflect on the following pieces of literature from or pertaining to the civil rights era: (a) “I,Too” by Langston Hughes, (b) “Incident” by Countee Cullen, (c) “The Lynching” by Claude McKay, (d) “Ballad of Birmingham” by Dudley Randall, (e) “The ‘N’ Word: It Just Slips Out” by Allen Francis, (f) “Only a Nigger” by Mark Twain, and (g) recording of “Strange Fruit” as sung by Billie Holliday - Follow by discussion of how these pieces of literature bring the Civil Rights movement to life by discussion about how literature is the voice of history. F and NF-I
16. Day Four: Integration and Disintegration: Postwar Society (Background Information – pp. 1134-1134) NF-I
17. Day Five: “Warriors Don’t Cry” (Excerpt from autobiography – Handout) NF-L
18. Day Six: “The Murder of Emmett Till” from Look Magazine. NF-P
19. Day Six: View pictures of Emmett Till’s murder from Jet magazine. Compare and contrast genre, intended purpose and intended audience. View portions of video on Emmett Till. NF-P
20. Day Seven: “Coming of Age in Mississippi” (Excerpt from autobiography – pp.610-615). NF- L
21. Day Eight: “My Dungeon Shook: Letter to My Young Nephew. . .” (Open Letter – pp. 960-963). NF-P
22. Day Nine: “A Letter from a Birmingham Jail” (Open Letter – pp. 1136-1145). NF-P
23. Day Ten: Culminating Project Assignment: Students will complete a Multi-Media Exhibit or Visual Presentation in groups of three. They will be given choice in order to compare and contrast the civil rights era events to modern society. Each group may choose to compare three of the following topics:
a) Politics
b) Prejudice and Discrimination
c) Economics
d) Technology and Transportation
e) Social Roles
f) Concepts of Justice
g) Education
Students will be responsible to maintain a blog communication with their group regarding the culminating project throughout the working process to meet the guidelines of Standard WR-11-6. Plagiarism will be addressed with this assignment.
24. Day Eleven: Cultural Recreation “Stride toward Freedom” (excerpt from book about the Montgomery bus boycott – pp. 301-304) NF-L “Necessary to Protect Ourselves” (Transcript of an interview – pp. 305-306) NF-I
25. View MLK and Malcolm X videos to visually see and compare the messages of each.
26. Venn Diagram – Student will compare the writings and philosophies of Martin Luther King, Jr. and Malcolm X.
27. Days 12-15: Culminating Project Presentations will be conducted in an integrated classroom environment as a school production. Students will create an environment that models the civil rights era. i.e. a beat nick scene.
Unit One B or Two B
LITERATURE: Novel and Reading for Conciseness Activities in Preparation for ACT
GRAMMAR: Agreement (Continued)
WRITING SKILLS: Essay/Argument
VOCABULARY: Unit Four (Improving Vocabulary Skills)
Novel Unit will follow either Unit One A (Modernism)
with The Great Gatsby or other Modernist Novel
OR
Unit Two A (Civil Rights)
with To Kill a Mockingbird or The Help
Length of Unit / KY CORE ACADEMIC STANDARDS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
Three and ½ Weeks / RL-11-10:
Identify, understand, and comprehend the following in literary text:
· Key ideas and details
· Craft and structure
· Integration of knowledge and ideas
WR-11-10:
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
LA-11-1:
Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking. / Terms: Theme, Plot Structure (Freytag’s Pyramid- inciting incident, rising action, exposition, climax, falling action, resolution, denoument), Characterization, Reliable vs. Unreliable Narrator, Types of Conflict, rhetoric, author’s purpose, author’s style
Note: These terms and activities are to be covered in conjunction with concepts and terminology appropriate to the novel being taught. Possible selections for ENG III include The Great Gatsby, To Kill a Mockingbird, and another alternative modernist or civil rights-related novel.
Unit Learning Targets
1. I can read a novel for main ideas and for detail.
2. I can analyze a novel’s craft and structure. (Reword in student-friendly language.)
3. I can combine my knowledge of Modernism/ The Civil Rights Era with the ideas in the novel to enhance understanding. (How do I assess this?)
4. Be able to analyze the author’s purpose.
5. Be able to make predictions and draw conclusions
6. Be able to demonstrate understanding of the novel and analyze the novel verbally and in writing.
7. I can make a verb match its subject in number.
8. I can make a pronoun match its antecedent in number and in gender.
Guiding Questions
1. How is literature the voice of history? (Entire Unit)
2. Questions will vary depending on the novel taught. / 1. Agreement
Week One: Agreement Final Exam
2. ACT Practice as Bellwork
Weeks Three and Four:
Students will complete ACT prep practice as bellwork each day.
3. Students will read the assigned novel per the reading schedule set by the teacher.
4. Reading quizzes to check for comprehension will accompany reading on scheduled dates.
5. Writing and discussion opportunities will accompany reading to access learning.
6. On Demand Instruction on writing and activities over reading for conciseness in preparation for the ACT to be interspersed throughout the Novel Unit.
Unit Three
LITERATURE: Various timed readings over genres associated with ACT testing.
GRAMMAR: Various Grammar Activities over a wide variety of grammatical issues.
WRITING SKILLS: Essay/Argument
VOCABULARY: Unit Four (Improving Vocabulary Skills)
Length of Unit / KY CORE ACADEMIC STANDARDS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
One Week / LA-11-1:
Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking. / 1. Instruction will use the software entitled, “Freedom to Learn . . . Your Way! ACT PowerPrep” from eKnowledge.
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