LondaKever

RoxanneEnix

TheNovelHonor
nineweeks

Overview:
Studentsapplytheknowledgeofliteraryelementsexploredinunitonetoa
newliteraryform,thenovel,anddiscussthesimilaritiesanddifferencesbetweenhow
thoseelementsaredevelopedinshortstoriesandinnovels.Settingand
characterizationarehighlighted,withparticularattentionpaidtothequestionofwhich
characteristicsin
ToKillaMockingbird
byHarperLeemaybecalledhonorable.Paired
informationaltextsilluminatethehistoricalcontextoftheGreatDepressionandtheJim
CrowSouth.

FocusStandards:
RL.910.2:Determineathemeorcentralideaofatextandanalyzeindetailits
developmentoverthecourseofthetext,includinghowitemergesandisshaped
andrefinedbyspecificdetailsprovideanobjectivesummaryofthetext.
RL.91.3:Analyzehowcomplexcharacters(e.g.thosewithmultipleor
conflictingmotivations)developoverthecourseofatext,interactwithother
characters,andadvancetheplotordevelopthetheme.
RI.910.3:Analyzehowtheauthorunfoldsananalysisorseriesofideasor
events,includingtheorderinwhichthepointsaremade,howtheyareintroduced
anddeveloped,andtheconnectionsthataredrawnbetweenthem.
W.910.2:Writeinformative/explanatorytextstoexamineandconveycomplex
ideas,concepts,andinformationclearlyandaccuratelythroughtheeffective
selection,organization,andanalysisofcontent.
SL.910.2:Integratemultiplesourcesofinformationpresentedindiversemedia
orformats(e.g.visually,quantitatively,orally)evaluatingthecredibilityand
accuracyofeachsource.
L.910.4:Determineorclarifythemeaningofunknownandmultiplemeaning
wordsandphrasesbasedongrades910readingandcontent,choosingflexibly
fromarangeofstrategies.

StudentObjectives:
Learnaboutthehistoryofthenovelasaliteraryform
Recognizetheimportanceofhistoricalcontexttotheappreciationofsettingand
character.

 Identifyandanalyzemajorandminorcharacters.
Analyzeandexplaincharacterizationtechniques.
Understandthatnovelsmayhavemorethanoneplotlineandexplaintheuseof
multipleplotsin
ToKillaMockingbird
Recognizetheimportanceofpointofviewin
ToKillaMockingbird
andwhyit
wouldntbethesamestorytoldfromsomeoneelsespointofview
.

MajorWorks:

ToKillaMockingbird
byHarperLee

Nonfiction:
FamousAmericanTrials:TheScottsboroBoysTrials
http://law2.umkc.edu/faculty/projects/FTrials/scottsboro/scottsb.htm

TheRiseandFallofJimCrow
http://www.teachertube.com/video/theriseandfallofjimcrow151543

Media:
ToKillaMockingbird
movie
NothingtoFearbyFearItself1933Rooseveltinaugurationspeech
https://www.youtube.com/watch?v=rIKMbma6_dc
HobosinAmerica
https://www.youtube.com/watch?v=QsBPcf_Kv4M
SegregationandRacismin1930sAmerica
https://www.youtube.com/watch?v=KebHqCxOGZY

Art:
DortheaLangeMigrantWorker
AmericafromtheGreatDepressiontoWorldWarII:PhotographsfromtheFSAOWI,
19351945(LibraryofCongress)

Music:
GreatDepressionSongs
https://www.youtube.com/playlist?list=PLAzKTjXRlwjzq7SmRG5NTw729pvXfZRx

Assessments:
Essay(mini):Selectaquotationfromoneofthecharactersfrom
ToKillaMockingbird
andwriteanargumentthatexplainswhatthequotationrevealsaboutthethemeof

honorinthebook.Statethesisclearlyandincludethreereasonstosupportthethesis.
(RL.910.1,RL.910.2,RL.910.3)

Essay:WriteanessaythatcomparesprimarysourceaccountsoftheScottsboroBoys
trialwithScoutsaccountofthetrialinTKAM.Discusshownovelscanreveal
dimensionsofhistoryeventhoughtheyarefictional.Statethesisclearlyandincludeat
leastthreepiecesofevidencetosupportthethesis.(RL.910.1,RI.910.7,W.910.2)

SeminarQuestion:IsBooRadleyanhonorableman?Whatishonor?
IsAtticusFinchahero,orwashejustdoinghisjob?
IsScoutareliablenarrator?Whyorwhynot?

PBL...

EpicPoetryHeroism

sixweeksunit

Overview:
StudentsreadHomers
TheOdyssey
withattentiontotheherosjourney,
andlearnaboutthecharacteristicsofanepichero.Theybecomefamiliarwithclassic
GreekandRomanmythologyandconsidertheroleofthegodsintheheros
adventures.Buildingonthemesinthepreviousunit,theymaydiscusstheroleoffate.
Throughpairingswithinformationaltext,studentslearnabouttheancientcityofTroy
andthestoryoftheTrojanWarforhistoricalcontext.Theymayalsoencounter
informationaltextsthatdescribetheexperienceofsoldiersreturningfromwarin
contemporarytimes.


FocusStandards:

RL.910.2:Determineathemeorcentralideaandanalyzeindetailits
developmentoverthecourseofthetext,includinghowitemergesandisshaped
andredefinedbyspecificdetailsprovideanobjectivesummaryofthetext.
RL.910.3:Analyzehowcomplexcharacters(e.g.thosewithmultipleor
conflictingmotivations)developoverthecourseofatext,interactwithother
characters,andadvancetheplotordevelopthetheme.
RI.910.7:Analyzevariousaccountsofasubjectindifferentmediums(e.g.a
personslifestorytoldinbothprintandmultimedia),determiningwhichdetails
areemphasizedineachaccount.
W.910.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,
reflection,andresearch.
SL.910.3:Evaluateaspeakerspointofview,reasoning,anduseofevidence
andrhetoric,identifyinganyfallaciousreasoningorexaggeratedordistorted
evidence.
L.910.1:DemonstratecommandoftheconventionsofstandardEnglish
grammarandusagewhenwritingorspeaking.

StudentObjectives:
Identifyandexplaintheelementsofanepicpoem.
Identifyandexplainthecharacteristicsofanepichero.
Analyzetherelationshipbetweenmythsandlegendsandepicpoetry.
Examinethehistoricalcontextofaliterarywork.
Compareandcontrasthowrelatedthemesmaybetreatedindifferentgenres
(here,epicpoetryandcontemporarynonfiction)
Honeeffectivelisteningskillsduringoralpresentationsandclassdiscussions.
ExplainhowcontemporarysocietyusesGreekMythologyinliterature,movies,
etc.
Readapainting
Explainhowsymbolismisimportantinliterature,movies,songs,etc.

MajorWorks:
TheOdyssey
Homer

Poems(other):
TheLotusEatersAlfredLordTennyson

Myths:
Psyche
EchoandNarcissus
HowthePeacockGotItsEyes
IcarusandDaedalus

Art:
TheFallofIcarusElder

LiteraryTerms:
theclassicalepicpoem,allusion,archetype,epicpoetry,epic/Homeric
simile,hero,heroiccouplet,iambicpentameter,invocation,narrative,oraltradition

Activities:
NotetakinginGoogleDocs.

OralPresentation
:studentswillselectagod/goddess/creatureofGreekmythologyand
doaminiresearchonthesubject,createapresentation,andpresentittotheclassin
threefourminutes.

Paintingreading:
StudentswillanalyzethepaintingTheFallofIcarusbyElderand
writeashortresponseonit.

Essay:
WriteanessayinwhichyoutakeapositiononwhetherornotOdysseusexhibits
thecharacteristicsofanepichero.Stateyourthesisclearlyandincludeatleastthree
piecesofevidencetosupportthethesis.

DramaFate
sixweeks

Overview:
Studentsread
TheTragedyofRomeoandJuliet
byShakespearelearning
abouttheclassicShakespeareform.Studentswillcompareandcontrastthewaysin
whichtheplaystreattherelatedthemeoffateversusfreewill.

FocusStandards:

RL.910.3:Analyzehowcomplexcharacters(e.g.thosewithmultipleorconflicting
motivations)developoverthecourseofatext,interactwithothercharacters,and
advancetheplotordevelopthetheme,

R.L.910.5:Analyzehowanauthorschoicesconcerninghowtostructureatext,order
eventswithinit(e.g.parallelplots)andmanipulatetime(e.g.pacing,flashbacks)create
sucheffectsasmystery,tension,orsurprise.

RL.910.9:Analyzehowanauthordrawsonandtransformssourcematerialina
specificwork(e.f.howShakespearetreatsathemeortopicfromOvidortheBibleor
howalaterauthordrawsonaplaybyShakespeare).

RI.910.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetext
saysexplicitlyaswellasinferencesdrawnfromthetext.

W.910.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,
concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,
organization,andanalysisofcontent.

L.910.6:Acquireanduseaccuratelygeneralacademicanddomainspecificwordsor
phrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareer
readinessleveldemonstrateindependenceingatheringvocabularyknowledgewhen
consideringawordorphraseimportanttocomprehensionorexpression.

StudentObjectives:

IdentifyandexplaintheelementsofdramaingeneralandGreekdramain
particular(seevocabulary).
Explainthestructureofplot(s)anddescribethedramatictechniquesthe
playwrightusestoadvancethem.
Tracethedevelopmentofmajorandminorcharactersandexplainhow
characterizationadvancestheplotortheme.
UnderstandAristotlesdefinitionsofcomedyandtragedyandexplainhowthe
otherworksstudied(Homer)exemplifythetermtragedy.
Analyzetheplaywrightsuseofirony.
Identifythepoeticdevicesusedin
TheTragedyofRomeoandJuliet

MajorWorks:
TheTragedyofRomeoandJuliet

Shakespeare


Media:
TheTragedyofRomeoandJuliet
movie

Art:
TheTragedyPabloPicasso
TheDeathoftheVirginCaravaggio

Activities:
Essay:Writeanessayinwhichyoudiscusstheextenttowhichoneofthedramas
studiedadherestoAristotlesdefinitionoftragedy.Statethesisclearlyandincludeat
leastthreepiecesofevidencetosupportthethesis.(RL.910.2,RL.910.3,W.910.2)

Speech:selectaoneminutepassagefromRomeoandJulietandreciteitfrommemory.
Includeanintroductionthatstates:
Whattheexcerptis
Whythepassageissignificant
Howthepassageexemplifiesoneoftheplaysthemes(RL.910.2,SL.910.4,6)

SeminarQuestion:HowdoesfreewillplayapartinRomeoandJulietsdestiny?
(RL.910.1,RL.910.4,SL.910.1)

LiteraryTerms:
aside,blankverse,classicalallusions,comedy,dialogue,dramatic
irony,foil,heroiccouplet,iambicpentameter,irony(dramatic,situational,verbal),
monologue,protagonist,soliloquy,tragedy,tragicillumination