English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Confirm understanding through paraphrasing.
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- Define paraphrase. - Model paraphrasing by reading a passage and asking guided questions aimed at producing a paraphrase.
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Read Pericles' Oration closely and answer guided questions both literal and inferential and write a paraphrase of the work. Students will critically assess each other's paragraphs. | Student will read a "new" passage of the Oration and write a paragraph in which he paraphrases the reading. | Read Pericles' other speeches on Thucydides' History of
the Pelopenisian War (Ch. I 13 and II. 60) and present their findings in an oral
presentation.
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- World Literature - Elements of Writing, 927 - 928.
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| 2
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| Identify types of arguments (causation, authority, analogy). | Define persuasion and argument before playing a recording of
MLK's I Have a Dream... speech.
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Identify examples that will appeal to the intellect and those that will appeal to emotion, before charting the progression of Pericles' argument. | - Review progress. - Chart for accuracy.
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Review Pericles' speech for examples of antithesis and analyze its effectiveness. | - MLK's I Have a Dream... recording (video). - Grolier's World Lit, 285-291
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| 3
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| Take notes on salient information from lecture/presentation. | Prepare and deliver a lecture on the Peloponnesian War,
Pericles and his age, and Thucydides.
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- Use webbing as a note taking method. - Templates provided in WRSD Literacy Guide, section XV A. |
Teacher will administer a quiz on the lecture, allowing
students to consult notes.
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Create a study guide on the topic.
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- Harvard Milton Study Skills - The Golden Age of Greece video - WRSD Literacy Guide
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| 4
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| Prepare and deliver presentation explaining cause/effect
relationship.
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Facilitate a discussion: Every Why Has a Wherefore
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Working in pairs, identify all effects noted - putting each
single effect on its own 3x5 card - in Pericles' speech and be able to talk about all
causes contributing to the effects.
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Teacher will collect cards and redistribute them. Student
must be able to identify all causes contributing to the effect noted on the card.
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Research Pericles' role in the Golden Age of Greece and
present an oral report.
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World Lit
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| 5
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| Summarize discussions, readings, presentations of lectures.
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At the end of a unit, put students in groups of 3, making one
responsible to summarize all discussions, one all presentations, and one all lectures
(Jig-saw approach).
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Review all materials related to the assignment and prepare a summary. | Two groups are paired; they compare and assess each others'
work.
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Students will generate test questions that they feel cover
the pertinent information presented.
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- Harvard Milton, Unit 10
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| 6
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| Use gerunds, participles, infinitives, and active/passive
voice appropriately .
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Review definitions and present samples, sentences.
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Identify all examples of verbals and passive voice in
Pericles' Funeral Oration.
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Students will write a paragraph summarizing the values praised in the funeral oration in which they use verbals and passive voice. | Write their own oration for a contemporary figure, using
examples found in Pericles' Oration.
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| 1
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| Take notes on a personal interview.
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Instruct students to imagine themselves as newscasters at the
Battle of Rancevalles.
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Work in pairs to decide what issues the interviews will cover. Review interview guidelines in Elements of Writing. | Teacher will evaluate questions to see if they deal with important aspects of the battle and elicit characters' motives and judgments. | Students will role play characters and video tape mock
interviews.
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- World Literature, Song of Roland - Elements of Writing 880-882 - AV room
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| 2
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- Introduce pre-writing strategies - Lead brainstorming session using Night. - Introduce concept of thesis.
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Utilizing outcome of brainstorming session, students will
identify and select thesis appropriate for development.
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Teacher will employ department-established guidelines on
pre-writing.
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- Each group will work toward assessing their own work. - Zounds!, pp. 75-76.
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- Weisel, Night -Zounds!
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| 3
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After assigning Of Mice and Men for reading, watch video. Discuss elements of critical analysis. | Taking an assigned thesis, students will write a critical analysis between text and video. | Students will share composition of a partner, and will
respond critically to each others written opinions.
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- Write an independent critique of a contemporary film for
submission to school paper. - Zounds!, p. 214.
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- Steinbeck, Of Mice and Men video - Echo
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| 4
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| Edit and revise in terms of: style, tone, diction, unity,
coherence, emphasis, complete development, group-generated rubric.
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Introduce A Walk to the Jetty with an emphasis on a review of the edits and revision terms listed. | Using A Walk to the Jetty as an example, write a
reflective essay on a personal incident containing external or internal conflicts.
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Peer editing using group-generated rubrics to assure use of
the editing and review concepts.
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Interview an adult about an experience which created an internal or external conflict. | - World Literature - A Walk to the Jetty
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| 1
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| Understand allusions to Greek and Latin Mythology as well as
to Biblical figures and events.
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Introduce the concept of allusion and eponym (the person from
whom a family, race, city, or nation is supposed to have taken it's name) using material
in World Literature, Classical Allusions in Modern English (436-37).
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After reading the Odyssey, analyze Margaret Atwood's Siren
Song, Ithaka, and E. S. Millay's Ancient Gesture for allusion.
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Students will create (and teacher will assess) sentences
using eponymic expressions derived from history, sports and entertainment from
contemporary culture.
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Analyze Rubins' Judgment of Paris to identify the
artist's use of mythological allusion.
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- World Literature, 436-37 - Homer's The Odyssey - Hamilton's Mythology - Reproduction of The Judgment of Paris by Rubens
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| 2
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| Identify works containing universal themes. | Lead a discussion where students review all readings identifying common universal themes and recording each one on a 3x5 card. | In groups, review all readings and list titles which exemplify a theme on the appropriate card. | Select two readings and writean essay explaining how the two
works conform to one theme.
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Independently find two additional selections which support
the chosen theme and present findings in an oral report.
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World Literature
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| 3
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Provide definitions, explanations and examples of these
terms.
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Analyze a passage of the Iliad (228-276) for its examples of irony, flashback and foreshadowing. | Each student is assigned one of the examples to memorize,
interpret orally and present to the class.
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- Compare various translations of these passages showing
irony, flashback and foreshadowing and comment on their similarities and differences. - Zounds!, pp. 17-18.
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- World Literature - Iliad, 228 - 276 - Other Iliad translations: Chapman, Pope, Lattimore, etc. - Zounds!
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| 4
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| Identify and compare archetypes that originate in the oral
tradition.
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- Introduce concept of archetype. - Have students read Tales About Beginnings in World Literature (8-9). |
- Read cosmogames in World Literature - How the World was Made - The Wooden People - Coyote and the Origin of Death - Prometheus - Metamorphoses - Genesis - Gilgamesh
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Working in groups, students will prepare wall charts identifying the archetypes in these selections. | Read The Hero's Adventure in Joseph Campbell's The Power of Myth, and write a summary of the mythological archetypes in Star Wars. | - World Literature - Bulfinch Prometheus - Epic of Gilgamesh - Campbell,The Power of Myth
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| 5
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| Explain how a book or film can reflect a historical period.
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Show the movie Ivanhoe. | Research the period portrayed in the film (England after the Norman invasion). | Select three areas for comparison between Ivanhoe and
the research, and prepare an oral presentation.
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Read the novel and write a paper showing how Ivanhoe
reflects the ideas of the Romantic movement.
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- Ivanhoe (video) - Scott, Ivanhoe
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| 6
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| Differentiate between internal and external conflict. | Ask students to free write on the theme of tragedy and
triumph in the life of a great leader, living or dead.
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Analyze book II of the Aeneid for its examples of the internal and external conflicts which challenge Aeneas. | Select or write and play original music to match the internal
and external conflicts identified in the work (group activity).
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Research accounts of feelings of guilt by modern survivors and compare these to Aenea's feelings of guilt at surviving the ruin of Troy. | - World Literature - Aeneid, (II), 382 - 406 - Reference works in media center
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| 7
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| Use focusing, monitoring, and self-assessment strategies to
effectively learn from text.
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Assign a reading on a fairy tale reflecting on the use of
nationalism in the plot.
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Listen to a lecture and take notes using the, "useful questions: Literal and Exploratory techniques," from the study skills manual. | Students will create a study guide for his or her own fairy tale. | Read and compare Grimm Bros. Snow White and the Seven
Dwarfs to Disney's film version.
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- Harvard Milton Study Guide Unit V - Grimm Bros Snow White - Disney's film version of Snow White
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| 8
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| Identify characteristics/structure of critical eaasys and biographies. | - Select an author for an in-depth study and analysis. - Introduce general critical analysis skills. |
Read a biography of a selected author and critical essays on
that author's work.
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Present their findings comparing effects of authors' personal
experiences to their works and how critics view those works.
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Students will write their own critical analysis of an author's style. | List of authors available through media center.
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| 9
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| Identify and give examples of poetic forms such as ballad,
sonnet, and heroic couplet.
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Present Sonnet 42 by Petrach and Sonnet 73 by Shakespeare,
and define Italian and English sonnets.
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Identify rhyme scheme, octet, sestet, quatrain, couplet, volta. Discuss meaning of Sonnet 73 and Sonnet 42. | Assign Sonnet 29; have students identify the poetic devices and paraphrase meaning. | - Compare and contrast To Helene with Yeats' When
You Are Old. - Zounds!, pp.77-78.
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- World Literature, pp. 804 - 811 - Zounds!
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| 1
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| Conduct Internet research using multiple sources to develop
either a research paper or oral presentation.
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Introduce approved research documentation formats and
demonstrate online sources and research techniques.
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Gather sources on an approved historical topic utilizing the various media center resources and create rough drafts and a works cited page. | Students will create an outline and rough draft of their
research paper, demonstrating appropriate use of parenthetical documentation.
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Present final paper to combined English/Social Studies dual class with accompanying computer slide show. | - WRHS manual - Media Center resources - Wachunet Web
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| 2
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| Compare/contrast a televised version of a play with own reading of the work. | Within a group discussion setting, analyze the differences between the two media and why the artists decided on the changes. | Complete a review, taking note of changes and offering theories to support those artistic decisions. | Show Merchant of Venice and Romeo and Juliet . Write
a critical essay comparing the two works.
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View a professional stage production and write a critique. | Videos and text | |
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| 3
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| Demonstrate variations on a theme using multimedia. | Expand established journalistic theories to include video journalism. | Research, write and edit a 30-minute video journal, following the format of 60 Minutes. | Students will utilize video, sound clips and slideshows to
create 4 to 5 reports on a common theme.
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Create a monthly program to air on local cable access. | Media and AV Centers
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