Symbol Course: English II Unit Length: 10/6/14 – 11/7/14 Unit title: Horror Genre Study Suggested The Pit and the Pendulum - Poe Selection from The Black Cat – Poe Because I Not Stop for Death – Dickinson Porphyria’s Lover - Robert Browning Eek! Why We Love to Ourselves Silly – The Body Odd Selections from: Essay, Our Monsters, Ourselves – Timothy K. Beal Article, Monsters and the Tyranny of Normality – Douglas Allchin Memoir, Night – Eli Wiesel Painting, L’ange du Foyer - Max Ernst A Modest Proposal- Optional Study: Lord of the Flies Language Arts Florida Standards: RL.1.2 RL.2.6 – Eng. II Honors only RI.1.3 RI.2.5 RI.3.8 W.1.1 SL.1.3 R.L. 1.1* R.L. 2.4* R.I.1.1* R.I.2.4* R.I.2.5* R.I.2.6* W.2.4* W.2.5* W.2.6* S.L.1.1* S.L.1.2* S.L.2.6* L.1.1-3.6* Objectives: Demonstrate understanding of the elements of what makes something frightening, the genre’s reflection of human nature, and physical vs. psychological fear. Students will do this through short, constructed responses to class literature, and a research project that will promote understanding of cross-cultural beliefs and views on the spirit world. Students will also be introduced to satire, and will compose their own in order to show comprehension. Essential Questions: How does the use of fear and “thriller” tactics impact reader engagement and understanding of a text? Why do these texts fall under the genre of horror? How do these texts offer insight into the psychology of fear? Special Lesson – Satire Why do satirists such as Jonathan Swift write about such extreme solutions to societal problems? Academic Vocabulary: Content Tasks
Deus Ex Machina Catharsis Mood Logical Fallacy Satire Allusion Antithesis Reading: Close reading strategies Comparison of text structures and content Informational text analysis and synthesis with other unit materials Individual materials for horror-based student research project Writing: Short constructed responses to questions (comparative, synthesis, argumentative) Redacted Poetry Personal Satire Research essay on horror and culture Speaking and Listening: Presentation of Personal Satire Presentation of Culture of Horror projects, reflecting the themes/ideas of the time period, as well as relate and support the thematic and topical discussions of the unit. Language: Student and self-editing Sentence complexity and text fluidity. Analyzing language constructs that induce a of horror and suspense.
Course: English II Unit Length: 11/10/14 - 12/19/14 Unit title: Mystery and Thriller Genre Study Suggested Texts: The Man with the Twisted Lip – Arthur Conan Doyle Letter from the Understudy – Kathryn Simmonds 10 Commandments of Detective Fiction – Ronald Knox BBC Series – Sherlock – Episode One The Real Sherlock Holmes – Peter Calamai The Mystery – PBS Masterpiece Other theme-related fiction/non-fiction/poetry/short stories Language Arts Florida Standards: RL.2.5 RI.1.2 RI.1.3 RI.2.6 RI.3.7 SL.1.2 R.L. 1.1* R.L. 2.4* R.I.1.1* R.I.2.4* R.I.2.5* R.I.2.6* W.2.4* W.2.5* W.2.6* S.L.1.1* S.L.1.2* S.L.2.6* L.1.1-3.6* Objectives: Demonstrate understanding of the components of a mystery, and how language and structure are used to develop plot and create tension by composing short mystery narrative (based off of class-created genre conventions). Students will also critique a list of genre conventions to reveal the social norms behind them, as well as reflect on a text and the ways in which it adheres to and deviates from genre conventions for effect. Essential Questions: How do story structures and literary conventions (such as parallel, flashback, in medias res, etc.) allow for suspense and mystery to create a compelling text? How do minds of detective characters differ from the minds of others? What kinds of skills do they possess? How do conventions reflect the attitudes of society at the time they were established? Can conventions be altered? Academic Vocabulary: Content Tasks
In Medias Res Archetype Subplot Motif Parallel Structure Juxtaposition Reading: Analyze genre conventions for relevancy Close reading strategies Comparison of text structures in relation to plot Informational text analysis and synthesis with unit materials Writing: Composition of own genre conventions based off of content discussions Short narrative based off of personal genre conventions and content discussions Argumentative essay – Does the modern BBC reboot Sherlock adhere to Doyle’s original character concept? Speaking and Listening: Group presentation of updated genre conventions Dramatic reading of selections from mystery narrative, with a brief explanation of plot points and genre elments Language: Acquire and use accurately general academic and domain-specific and phrases Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Course: English II/English II Honors Unit Length: March 2- March 20 Unit title: Poetry Suggested Texts: “I Hear America Singing”-Whitman “I, Too Sing America” by Langston Hughes; “Do Not Go Gentle into That Good Night” by Dylan Thomas Selections by Poets: Frost, Dickinson, Poe, William Carlos Williams, Contemporary poetry selections found in Springboard Language Arts Florida Standards: RL 3.7 RI1.1 RI 2.4 RI 3.7 W2.4 W2.6 W 3.9 W.4.10 SL 1.1 SL 1.2 L. 3.5* L3.6* Objectives: Analyze poetic form including line, rhyme scheme, and stanza Analze imagery Analyze figurative language, including simile, metaphor, and personification Analyze sound devices, including repetition, alliteration, assonance, and consonance Analyze how the same theme can be represented in different genres of literature. a literary analysis of poetry Write poetry Use parallelism within our own writing. Essential Questions: What is poetry, and what role does it play in human expression? How does figurative language develop the writing styles of specific authors, or our own writing? What are sound devices, and how do they aid in the development of poetic form? How do themes of the human spirit differ in poetry and other types of literare? Academic Vocabulary: Alliteration Assonance Blank Verse Connotation Consonance Couplet Elegy Enjambment Free Imagery Lyric Meter Content Tasks Reading: SOAPStone DIDLS TWIST Organizers Close Reading strategies Comparisons of Topics in different mediums SIFT TP Writing: Found Poems Literary analysis Sonnets “I Am From” Framed Poetry Speaking and Listening: Dramatic Reading Cooperative Learning Philosophical Chairs Language: Figures of speech Domain-specific vocabulary Punctuation in poetry vs.
Iambic Pentameter Prose Verse Allusion Apostrophe Euphemism Metonomy Soliloquy High Romantic Comedy Low Reading Logs Shakespearean Talk Show One pagers SIFT TP CAST Review And Critique of play performance Student led Research project/Publish according to MLA Standards Manipulating the language of Shakespeare Dramatic Performance group analysis Roundtable Discussions Pair Share identify which characters speak in prose, poetry, or blank verse and explain the rationale for having them do so Analyze diction, syntax, and rhetoric presented in the drama