Rigorous Curriculum Design

ENGLISH IV: BRITISH LITERATURE AND COMPOSITION GRADE

22 mai 2017 Unit 1: Connecting British Literature (Anglo-Saxon Era through the ... (www.readwritethink.org) provide lesson plans and instructional ...

ENGLISH IV LITERATURE Literature study in the 12th grade

Students will identify major periods in the development of British literature (Anglo-Saxon Medieval

Rigorous Curriculum Design

RIGOROUS CURRICULUM DESIGN. UNIT PLANNING ORGANIZER. Subject(s). English Language Arts. Grade and. Course. 12th British Literature and Composition.

British Literature Honors: Beowulf Farmington Public Schools

Planning and lesson options are given however teachers are encouraged to British Literature Honors students will read

English 12 Survey of British Literature Curriculum

Suggested Lessons. & Activities. 11 days. LITERATURE. The English. Language has changed over time. Heroes are a part of every culture. Literary genres.

Huntsville City Schools Pacing Guide 2017 - 2018 Course

on Grade 12 topics texts

12th Grade Honors English: British Literature

This will allow us to be exposed to new ideas and to build our literary analysis skills. We will be constantly writing discussing

2020_Carnegie_Mirrors&Windows_Grade 12

Statements of appraisal and supporting evidence: Materials align with 12th grade standards which include British literature specifically. Writing workshops

British Literature Guidance

4 août 2015 The purpose of this document is to provide strategies and understanding for the Georgia Standards of Excellence (GSE). About Grades 9 through 12.

English 4 – Honors European Literature Grade 12

all 12th grade students demonstrate understanding. Grade Level/Course English 4 - British Literature Honors. Curriculum Area ... Activities/Tasks.

DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and

Course 12th British Literature and Composition

Unit of Study Unit 1 Anglo Saxon/Middle Ages

Pacing

Timeframe:

Block: 4.5 Weeks

Traditional: 9 Weeks

Georgia Standards of Excellence

Skills and Concepts

ELAGSE11-12RL5: ANALYZE how an concerning how to structure specific parts of a text, contribute to its overall structure and meaning as well as its aesthetic impact. ELAGSE11-12W3: WRITE narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. ENGAGE and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; CREATE a smooth progression of experiences or events. b. USE narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. USE a variety of techniques to sequence events so that they build on one another to CREATE a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. USE precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. PROVIDE a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELAGSE11-12W9: DRAW evidence from literary or informational texts to SUPPORT analysis, reflection, and research. a. APPLY grades 1112 Reading standards to literature of eighteenth-, nineteenth- and early-twentieth-century foundational works of American b. APPLY grades 1112 Reading standards to literary nonfiction

evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles

and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy. Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 2

Concepts

(Students Need to Be Able to Do) (Students Need to Know)

Levels

DOK (For Overall

Standard)

Analyze

Specific parts of a text Overall structure Meaning Aesthetic impact 4 (Analyze) 3 (Strategic

Thinking)

Write Create Provide Narrative techniques Progression of

Events

Conclusion 3 (Application) 2 (Skill/Concept) Draw Support Evidence Analysis 5 (Evaluate) 4 (Extended

Thinking)

Supporting Standards

ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE11-12RI6:

is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented indifferent

media or formats (e.g., visually, quantitatively) as well as in words in order to address a question

or solve a problem. ELAGSE11-12RL5: ices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

ELAGSE11-12SL3:

rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ELAGSE11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 3 and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its

precise meaning, its part of speech, or its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELA Overarching Standards

ELASGE11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems. ELAGSE11-12RI10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction in the grade 12 CCR text complexity band independently and proficiently. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 4

Essential Questions Corresponding Big Ideas

1. How do the themes from

the literature of the

Anglo-Saxon period

reflect the society?

2. How is the epic hero a

reflection of his society?

3. What role does religion

play in the lives of the people of the Anglo-

Saxon and Medieval

periods?

1. Anglo-Saxon literature has several themes: Good vs. Evil,

Fate vs. Faith and Christianity vs. Paganism (Animism) to name a few. These themes are reflected in the hero culture of the society and in the conflicts which arose for the Roman church's attempts at converting the Celts and other tribes to Christianity.

2. One of the most important traits of an Anglo-Saxon hero is

Loyaltyto Clan, King, and Father. The Anglo-Saxon epic hero--most especially, Beowulf--demonstrates this characteristic repeatedly in the epic, which makes him a reflection of the values of his society. Second to loyalty is Strength and Courage. It is clear that these qualities too, are displayed by our exemplar hero, Beowulf, on several occasions throughout the epic.

3. The Anglo-Saxon period was a time of religious change.

With the many invasions of Britain by foreign tribes, the period was rife with different beliefs and conversions. Most importantly--or most notably, was the invasion of Britain by the Romans. The Romans introduced British kings to the idea of Christianity with its "one God" concept. And once converted, it was the job of the king to declare his people to be Christians. The monks then set forth to translate the literature of the Anglo-Saxons and whatever portions of the works they found particularly offensive to their beliefs, they changed. Hence, there is a tremendous amount of Christian elements which exist in the literature of the Anglo-Saxons which we are privy to. These Christian elements exist, literally, side by side on the pages with the pagan (animist) beliefs of the Anglo-Saxon which the monks had not bowdlerized. Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 5

Unit Assessments

Pre-Assessment Post-Assessment

Student Version:

Gr12_ELA_12thGradeBritishLiteratureandComposition_Un it1_Preassessment_Student

Teacher Version:

Gr12_ELA_12thGradeBritishLiteratureandComposition_Un it1_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:

DeKalb Benchmark Assessment

Performance Assessment

Engaging Scenario

The Anglo- hall near you;

producers are looking for new contestant to marry off. Your friend wants to sign-up to be a your friend has requested your services to complete the application process and present Since epic heroes must come from nobility, and your friend does not, some information is needed: a fictional lineage graph explaining genealogy and how this specific lineage has prepared the next, great epic hero; and, an epic poem highlighting ability to be brave and defeat monsters internal and external. According to the application, the also requesting a picture of your friend to support their lineage graph. Your friend has made one last request to make sure the application gets pushed to the top: a should highlight the qualities that made your friend the perfect epic hero for the show.

Performance Task Synopses

Task 1: ELAGSE11-12W3, ELAGSE11-12RL5

Use literary and informational texts to create a fictional lineage graph (timeline) for your friend,

explaining the importance of the lineage and how it has impacted the type of epic hero your friend has become.

Task 2: ELAGSE11-12W3

Using information from Task 1, write a script of one episode of what the show would look like with your friend as the epic hero contestant. Include dialogue from your friend and from other participants on the show, written in Old English.

Task 3: ELAGSE11-12W9

Use Task 1 and additional texts to write a three-part Epic Poem, similar in length, with each part being against a different monster internal or external. The monster can be a physical monster or a character flaw your epic hero (friend) is fighting against.

Task 4: ELAGSE11-12W1

Develop a presentation on behalf of your friend, in an attempt to sway the producers of the show into picking your friend as the next contestant versus another, true, epic hero. Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 7

Performance Task 1 In Detail

Use literary and informational texts to create a fictional lineage graph (timeline) for your friend,

explaining the importance of the lineage and how it has impacted the type of epic hero your friend has become. Task 1 Student Directions: ELAGSE11-12W3, ELAGSE11-12RL5 Read and research literary and informational texts on the Anglo-Saxon period, specifically epic heroes. Use a note taking guide to record your findings that provide the characteristics of an epic hero, specifically family nobility. Create a lineage graph that fully documents the lineage progression over time.

Task 1 Teacher Notes:

Number of events identified by students on lineage graph can be determined by the teacher. Possible technology integration with the creation of the graph (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

plus: o Includes a pictorial diagram of the epic hero, emphasizing physical characteristics and hero traits. o o Includes several significant characteristics. o Explains importance of characteristics influences. o Fully documents lineage over time. o Meets of the o Meets fewer than 1 criteria Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 8

Performance Task 2 In Detail

Task 2 Student Directions: ELAGSE11-12W3

Using prior game show knowledge, identify several components that are necessary to include on the script. Using appropriate structure and conventions, write a game show script with your friend as the epic hero contestant. Cite specific sources (literary/informational) regarding the characteristics of epic heroes. Be sure to highlight his epic hero attributes.

Task 2 Teacher Notes:

Teacher will effectively model the script (dialogue) writing process. Students will adequately develop their script (conversation) writing style, through the process. **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 2 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Proficient

plus: o Consistent use of a variety of transitional strategies to clarify the relationships between and among ideas o Adequate

Opening and

Closing

o Adequate use of transitional strategies with some variety to clarify o Adequate progression of ideas from beginning to end, with adequate connections o Adequate use of dialogue o Meets 3 of the

Meets fewer than _2_

Performance Task 3 In Detail

Task 3 Student Directions: ELAGSE11-12W9

Using the notes from Task 1, write a three-part epic poem, all parts similar in length, and all parts focuses on a different monster internal or external.

Task 3 Teacher Notes:

Monitor student writing progression. Provide (or direct student to) examples of epic poems. **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 3 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

plus: Must have more than 3 stanzas Focus must be on 3 or more different monsters Must contain more than 3 examples of

Alliteration and

Kenning

Must have 3 stanzas Focus must be on 3 different monsters Each stanza must be named and have at least 20 lines of poetry Must contain at least 3 examples of

Alliteration and

Kenning

Must meet criteria to be an epic hero o Meets 3 of the

Meets fewer than 2 of

Performance Task 4 In Detail

Develop a presentation on behalf of your friend, in an attempt to sway the producers of the show into picking your friend as the next contestant versus another, true, epic hero.

Task 4 Student Directions: ELAGSE11-12W1

Using appropriate presentation format and guidelines, create a presentation to pitch your Cite specific sources. Restate why your friend is the best candidate. Present the lineage graph, the script, and the epic poem.

Task 4 Teacher Notes:

Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting. Possible technology integration with the development of the presentation (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 4 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

plus: o Consistent use of a variety of transitional strategies to clarify the relationships between and among ideas Using appropriate presentation format and guidelines, create a presentation to pitch your friend to the Cite specific sources. Restate why your friend is the best candidate. Present the lineage graph, the script, and the epic poem. o Meets 3 of the

Meets fewer than _2_

Instructional Strategies

Research-Based Effective

Teaching Strategies 21st Century Learning Skills

Learning Objectives (posted and referenced) Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort, Providing

Recognition

Homework and Practice Nonlinguistic Representations Cooperative Learning Purposeful small group instruction Increased think time Setting Objectives, Providing Feedback Check for Understanding Generating and Testing Hypotheses Cues, Questions, and Advance

Organizers

Interdisciplinary Non-Fiction Writing Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written

Communication

Intervention Strategies

Intervention

Strategies

(Tiers 1, 2, 3)

Additional

Supports in

Classroom

Specially

Designed

Instruction for

Special

Education

Students

Strategies for

English Language

Learners

Strategies/ Resources for Gifted

Learners

Re-voicing Explaining Prompting for participation Challenging or countering Reread Practice new academic vocab. Assistive technology Pre-teach & re- teach in a different way Repetition Use of manipulatives Collaborative work Direct/explicit instruction Accommodating different learning styles Create differentiated text sets Providing additional guided practice Conferencing Additional time Small group collaboration Modify quantity of work dictation Scaffold information Differentiated content process or product Consistent reward system Refer to or 504 plan Assistive technology Visuals/Realia Front-loading Echoing/Choral response Color-coding Multiple exposures in different media Pair-share Modeling Language scaffolds: eg, sentence frames Deconstruct complex sentences and texts L1 support increased opportunities for student-student talk Strategic vocabulary instruction Additional think time http://www.kidsource.com/kidsourc e/pages/ed.gifted.html http://www.davidsongifted.org/Sear ch-Database/entry/A10075 http://www.education.udel.edu/wp- content/uploads/2013/01/GiftedStu dents.pdf Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 1 3

Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation Flexible-Learning Groups by Readiness, Interest, Learning Profiles Gifted Education Cluster Classes Choice of Books Gifted Education Collaboration Classes Homework Options Tiered Activities and Products Use of Reading Buddies Use of Literature Clubs Various Journal Prompts Multiple Testing Options Student/Teacher Goal Setting Multiple Texts Varied Pacing with Anchor Options Alternative Assessments Work Alone or Together Subject Advancement within class Flexible Seating Curriculum Compacting Varied Scaffolding Tiered Centers Varied Computer Programs Spelling by Readiness Design-A-DAY Varying Organizers Varied Supplemental Materials Community Mentorships Computer Mentors Stations Think-Pair-Share by Readiness, Interest, Learning

Profiles Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways Explorations by Interest Student choice in selecting learning activities. Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses Above grade level accelerated English/language arts, mathematics, science and/or social studies courses Resource Classes Advanced Placement Classes Independent/Directed Study International Baccalaureate Classes Socratic Seminars Internship/Mentorships Whole Grade Acceleration Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 1 4

Instructional Resources and Materials

Suggested Resources Suggested Technology Resources

Multiple Intelligences:

VISUAL: ClassZone; Net Activities;

Transparencies; Power Point Lectures;

selections deemed appropriate by teacher (i.e.- MLA Handbook for Writers of Research

Papers, etc) ; Thesaurus, Films: "The

Pardoner's Tale" [from The Canterbury Tales

on Literature in Performance: A Video

Companion to The Language of Literature];

Excerpt Handouts

AUDITORY: Audio library; Dramatic Reading;

Media presentations; Paired-Reading;

Speaking/Listening; Choral reading;

Discussion Groups; Lectures: Music;

Soundtrack; Speeches; Improvisation; Skits;

CD; Internet;

KINESTHETIC: Illuminating

Literature(drawing);

Literary texts:

Beowulf

www.goodreads.com/quizzes/3293-beowulf http://beowulfresources.com www.Poetryoutloud.net www.poetryfoundation.org www.poemhunter.com www.commonlit.org Rigorous Curriculum DesignUnit Planning Organizer Blank Houghto © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 1 5

Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific /

Domain / Tier 3

Elegy

Epic

Epic Hero

Epic Poem

In media res

Symbol

Foil

Quest

Frame story

Characterization

(direct/indirect)

Heroism

Loyalty

Fate vs. Faith

Patriarchal society

Hierarchical society

Exile

Christianity

Paganism

Language

Flyting

Transience of Life

Tribal Civilization vs.

Modern Civilization Peer groups,

bullying, rule-making, living in a community; heroes of today vs.

Anglo- Saxon Society

Psychology The value of

the and the influence of others over us.

Social Science Influence of

belief systems, values, and political leanings in society; Rigorous Curriculum DesignUnit Planning Organizer Blank Hough

Publishing Company. All rights reserved. 16

Weekly Planner

Course: 12th Grade British Literature and Composition Unit: Anglo Saxon/Middle Ages

Pacing Priority (in bold) and

Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold)

and additional resources Formative Assessments

Week 1

ELAGSE11-12W3

ELAGSE11-12RL5

ELAGSE11-12RI6

ELAGSE11-12RI7

ELAGSE11-12W9

ELAGSE11-12L4

Independent

Reading

Exposure to and interaction with grade level text or higher

Task 1:

Read and research literary and informational texts on the Anglo-Saxon period, specifically epic heroes. Use a note taking guide to record your findings that provide the characteristics of an epic hero, specifically family nobility. Create a lineage graph that fully documents the lineage progression over time.

History of Anglo-Saxon

literature

Anglo-Saxon poetry

Vocabulary study

Close reading strategies

Pre-Assessment

Discussion of the Essential

Questions (throughout unit)

Suggested informal

progress monitoring checks: Quizzes Exit tickets Small/large group discussion Rigorous Curriculum DesignUnit Planning Organizer Blank Hough

Pacing Priority (in bold) and

Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold)

and additional resources Formative Assessments

Week 2

ELAGSE11-12W3

ELAGSE11-12RL1

ELAGSE11-12RL6

ELAGSE11-12W9

ELAGSE11-12SL3

ELAGSE11-12SL6

ELAGSE11-12L4

Independent

Reading

Exposure to and interaction with grade level text or higher

Task 2:

Using prior game show knowledge, identify several components that are necessary to include on the script. Using appropriate structure and conventions, write a game show script with your friend as the epic hero contestant. Cite specific sources (literary/informational ) regarding the characteristics of epic heroes. Be sure to highlight his epic hero attributes.

Heroic epic

Close reading strategies

Suggested informal

progress monitoring checks: Quizzes Exit tickets Small/large group discussion Rigorous Curriculum DesignUnit Planning Organizer Blank Hough

Pacing Priority (in bold) and

Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold)

and additional resources Formative Assessments

Week 3

ELAGSE11-12W9

ELAGSE11-12RL1

ELAGSE11-12RL6

ELAGSE11-12W9

ELAGSE11-12SL3

ELAGSE11-12SL6

ELAGSE11-12L4

Independent

Reading

Exposure to and interaction with grade level text or higher

Task 3:

Using the notes from

Task 1, write a three-

part epic poem, all parts similar in length, and all parts focuses on a different monster internal or external. Your epic poem should represent and spiritual background.

Frame story

Direct/indirect

characterization

Discussion of the Essential

Questions (throughout unit)

Task 3 scoring guide

Suggested informal

progress monitoring checks: Quizzes Exit tickets Small/large group discussion Rigorous Curriculum DesignUnit Planning Organizer Blank Hough

Pacing Priority (in bold) and

Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold)

and additional resources Formative Assessments

Week 4

ELAGSE11-12W1

ELAGSE11-12RL1

ELAGSE11-12RL6

ELAGSE11-12W3

ELAGSE11-12W9

ELAGSE11-12SL3

ELAGSE11-12SL6

ELAGSE11-12L4

Independent

Reading

Exposure to and interaction with grade level text or higher

Task 4:

Using appropriate presentation format and guidelines, create a presentation to pitch your friend to the producers of Cite specific sources. Restate why your friend is the best candidate. Present the lineage graph, the script, and the epic poem.