Updated August 2010 Horry County Schools High School English Language Arts Curriculum Maps 2010-2011 Rationale: To ensure a multi-faceted curriculum and a degree of continuity across the district’s high schools, a team of teachers and district personnel developed curriculum maps for English I, English II, English III, and English IV students. The primary goal is to engage each student in the study of literary works representing a range of genres, cultures, themes, subjects, time periods, and genders. Selected Texts: Textbooks were selected based on the publishers approved by the SDE. All short works on the CP lists are from Prentice Hall’s Literature series; whereas, all short works on the Honors lists are from the Holt, Rinehart, and Winston Elements of Literature series. The long works on each list are representative titles offered by the SDE adopted textbook companies and titles of available classroom sets currently in the schools. Longer works have been reviewed by a committee of students, teachers, administrators, parents, and district office personnel. Procedures for choosing alternative texts are to be followed when making choices for longer works that do not appear on the HCS High School English Language Arts Curriculum Maps for English I – English IV. Correlations to Writing Objectives and Grammar Skills: The correlation featured on the curriculum maps for writing promotes a product focus and alignment to mentor texts. Writing objectives and grammar skills may be addressed in more ways than are specified in the correlations. Grammar Scope and Sequence: The sequence of grammar skills specified in the HCS Grammar Scope and Sequence have been established using the 2008 Academic Standards for English Language Arts, the proficient levels of the Descartes ® resource aligned with MAP, and the grammar expectations of the SAT and ACT. The document provides specificity for teaching grammar in the context of writing in each English I – IV course. Writing Curriculum Objectives: Our writing curriculum drives our instruction in the English Language Arts classroom and addressing the writing curriculum objectives based on the 2008 Academic Standards for English Language Arts is the focus of instruction. The writing curriculum portfolio is a collection of student work that reflects a student’s mastery of grade-level standards throughout the course. Students’ writing will be a performance-based reflection of mastery of these standards. Each curriculum item is directly correlated with multiple standards from the 2008 South Carolina English Language Arts Academic Standards. Students’ portfolios will exhibit growth over time in a way that is student-centered and focused on reflection and improving future writing. HCS ELA Instructional Model for Student Engagement – 9-12: The strategies and guidelines of the HCS ELA Instructional Model for Student Engagement 9-12 are based on the Anatomy of an Effective Lesson and should be implemented to meet the expectations of the writing curriculum and state standards.
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Updated August 2010
Horry County Schools High School English Language Arts
Curriculum Maps 2010-2011
Rationale: To ensure a multi-faceted curriculum and a degree of continuity across the district’s high schools, a team of teachers and district personnel developed curriculum maps for English I, English II, English III, and English IV students. The primary goal is to engage each student in the study of literary works representing a range of genres, cultures, themes, subjects, time periods, and genders. Selected Texts: Textbooks were selected based on the publishers approved by the SDE. All short works on the CP lists are from Prentice Hall’s Literature series; whereas, all short works on the Honors lists are from the Holt, Rinehart, and Winston Elements of Literature series. The long works on each list are representative titles offered by the SDE adopted textbook companies and titles of available classroom sets currently in the schools. Longer works have been reviewed by a committee of students, teachers, administrators, parents, and district office personnel. Procedures for choosing alternative texts are to be followed when making choices for longer works that do not appear on the HCS High School English Language Arts Curriculum Maps for English I – English IV.
Correlations to Writing Objectives and Grammar Skills: The correlation featured on the curriculum maps for writing promotes a product focus and alignment to mentor texts. Writing objectives and grammar skills may be addressed in more ways than are specified in the correlations.
Grammar Scope and Sequence: The sequence of grammar skills specified in the HCS Grammar Scope and Sequence have been established using the 2008 Academic Standards for English Language Arts, the proficient levels of the Descartes ® resource aligned with MAP, and the grammar expectations of the SAT and ACT. The document provides specificity for teaching grammar in the context of writing in each English I – IV course.
Writing Curriculum Objectives: Our writing curriculum drives our instruction in the English Language Arts classroom and addressing the writing curriculum objectives based on the 2008 Academic Standards for English Language Arts is the focus of instruction. The writing curriculum portfolio is a collection of student work that reflects a student’s mastery of grade-level standards throughout the course. Students’ writing will be a performance-based reflection of mastery of these standards. Each curriculum item is directly correlated with multiple standards from the 2008 South Carolina English Language Arts Academic Standards. Students’ portfolios will exhibit growth over time in a way that is student-centered and focused on reflection and improving future writing.
HCS ELA Instructional Model for Student Engagement – 9-12: The strategies and guidelines of the HCS ELA Instructional Model for Student Engagement 9-12 are based on the Anatomy of an Effective Lesson and should be implemented to meet the expectations of the writing curriculum and state standards.
HCS High School English Language Arts – English I CP Curriculum Consensus Map
Updated August 2009 Page 1 of 3
Units from District- Adopted Text – Prentice Hall – Language and Literacy, Grade Nine
Selections from Units 1-6 and District-Approved Texts Indicator Focus – E 1
Grammar Skill Focus
Writing Objective Correlation
Literary Texts: Short Story Choose a minimum of one selection from the specified thematic units.
“Can Truth Change?” “Is Conflict Necessary?” “Do Heroes Have Responsibilities?”
Literary Texts: Poetry Choose a total of twelve poems. Epic Choose a minimum of 2 excerpts.
Choose a minimum of one poem from Poetry Collections 1-8 in Unit 4 – “How Does Communication Change Us?” Choose a minimum of four poems from each of the Informational Texts sections within Unit 4 -- “How Does Communication Change Us?” The Odyssey
Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections; Each selection should come from a different category
Essays: “The Washwoman” “Desiderata” “The News” “Before Hip-Hop was Hip-Hop” Excerpt from Big Kiss Speeches: “I Have a Dream” “FDR’s First Inaugural Address” “FDR’s Address of the President by Radio from the White House” Biographies: Excerpt from A Lincoln Preface “Arthur Ashe Remembered” Autobiographies: “A White House Diary” “My English”
HCS High School English Language Arts – English I CP Curriculum Consensus Map
Updated August 2009 Page 3 of 3
Novels Choose one or follow procedures for alternate choices.
Romiette and Julio 610 L To Kill a Mockingbird 870 L Rules of the Road 850 L Tears of a Tiger 700 L Cold Sassy Tree 930 L The House on Mango Street 870 L Things Fall Apart 890 L
HCS High School English Language Arts – English I Honors Curriculum Consensus Map
Updated August 2009 Page 1 of 2
Units from District-Adopted Text -- Holt, Elements of Literature, 4th Course
Thematic Units Containing Approved Selections and District Approved Texts
Indicator Focus E1
Grammar Skill Focus Writing Objective Correlation
Literary Texts: Short Story, Myths and Legends Short Story: Choose a minimum of one from each collection. Myth and Legend: Choose a minimum of one.
Collection 1: Plot and Setting Collection 2: Character Collection 3: Narrator and Voice Collection 4: Symbolism and Irony Collection 9: The Hero’s Story
HCS High School English Language Arts – English I Honors Curriculum Consensus Map
Updated August 2009 Page 2 of 2
Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections from Collections 5 & 6: Informational Texts: Expository/Persuasive/ Argumentative Texts Choose a minimum of four selections from Collections 5 & 6. Literary and Informational: Non-Print Texts Choose a minimum of three from Information Skills list, in addition to the required text.
from Team of Rivals from A Choice of Weapons “Typhoid Fever” from Angela’s Ashes from High Tide in Tucson “There Comes a Time When People Get Tired” “Eulogy for Martin Luther King, Jr.” from Silent Spring
from Into Thin Air from 102 Minutes: The Untold Story of the Fight to Survive Inside the Twin Towers “9/11 Dogs Seemed to Escape Illnesses” “Target Real Violence, Not Video Games” “Jackie Changed Face of Sports” “Online Opinions from The Life Press”
HCS High School English Language Arts – English II CP Curriculum Consensus Map
Updated August 2009 Page 1 of 3
Units from District- Adopted Text – Prentice Hall – Language and Literacy, Grade Ten
Selections from Units 1-6 and District-Approved Texts Indicator Focus E - 2 Grammar Skill Focus Writing Objective Correlation
Literary Texts: Short Story Choose a minimum of four selections. Each selection addresses the correlated standards.
“The Masque of the Red Death” and/ or “The Garden of Stubborn Cats” “The Monkey’s Paw” and/or “The Leap” “The Censors” and/or “The Leader in the Mirror” “Contents of a Dead Man’s Pocket” and/or “Games an Twilight” “How much Land Does a Man Need” and/or “Civil Peace” Excerpt from A Connecticut Yankee in King Arthur’s Court” and/or excerpt from Don Quixote” (parody/satire)
Literary Texts: Poetry Choose a minimum of eight poems from specified thematic units.
Narrative: “The Bridegroom” “A Tree Telling of Orpheus” Lyrical: “Making a Fist” “The Guitar” “Spring and All” Epic: Excerpt from Sundiata: An Epic of Old Mali” Excerpt from Rama’s Initiation” Selections from: Poetry Collections 3 and 4: “Poetic Forms” Poetry Collections 5 and 6:“Figurative Language” Selections from: “How Does Communication Change Us?”
HCS High School English Language Arts – English II CP Curriculum Consensus Map
Updated August 2009 Page 2 of 3
Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose one selection from a minimum of four categories.
Essays: “The Leader in the Mirror” “One Million Volumes” “The American Idea” Excerpt from The Way to Rainy Mountain” “How to React to Familiar Faces” Speeches: “Keep Memory Alive” “from Nobel Lecture” “Hold Fast Your Dreams – and Trust Your Mistakes” Biographies: “Marian Anderson, Famous Concert Singer” Autobiographies: “Conductorette” from I Know Why the Caged Bird Sings Excerpt from Swimming to Antarctica” Memoirs: Excerpt from Desert Exile: The Uprooting of a Japanese-American Family Selections from: “What Kind of Knowledge Changes Our Lives?”
Informational Texts: Expository/Persuasive/Argumentative Texts Choose one selection from a minimum of four categories.
Newsletter: -“Healdsburg Jazz Festival” Articles: -“Feel the City’s Pulse?” (feat.) -“Tides” (tech.) -“Black Water Turns the Tide on Florida Coral” (news release) -“The New York Times, November 10, 1999” (editorial) -“Will All the Blue Men End Up in Timbuktu?” (magazine) Directions/Guides/Interviews: -“Compass Instructions and Warranty” -“GPS Quick-Start Guide” -“California State University at Fullerton Course Catalog” -“Mali” (atlas) -“County of Sonoma Volunteer Application” -“BLS Career Information: Urban Planner” -“City of Perry Firefighter Examination Process” Reviews: -“Santa Claus Meets Sophocles” (drama) -“A ‘Prequel’ to Antigone” (drama) -“Mothers and Daughters” (book) -“The Joy Luck Club” (movie) Primary Sources: -“Interactive Dig” -“Voices from the Wall”
HCS High School English Language Arts – English III CP Curriculum Consensus Map
Updated August 2009 Page 1 of 2
Units from District-Adopted Text – Prentice Hall – American Experience
Selections from Units 1-6 and District-Approved Texts
Indicator Focus E - 3
Grammar Skill Focus Writing Objective Correlation
Literary Texts: Short Story Choose a minimum of four selections from textbook’s thematic units.
“The Devil and Tom Walker” “The Fall of the House of Usher” “Where is Here?” “An Occurrence at Owl Creek Bridge” Unit 3 “The Notorious Jumping Frog of Calaveras County” “The Story of an Hour” “A Rose for Emily” Unit 4 “Ambush” “The Life You Save May be Your Own” Unit 5 “Everyday Use” Unit 6
Literary Texts: Poetry Choose a minimum of eight poems from textbook’s thematic units.
“To My Dear and Loving Husband” Unit 1 Emily Dickinson study Unit 2 Walt Whitman study “We Wear the Mask” “Richard Cory” “Richard Bone” Robert Frost Study (include “Birches” and “Out, Out”) Langston Hughes Study (include “I, Too,” “Dream Variations,” and “Refugee in America”) “Who Burns for the Perfection of Paper” “Camouflaging the Chimera” “Streets”
Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.
“Speech in Virginia Convention” “Speech in the Convention” “Inspired by Nature” from Walden from Civil Disobedience from Mary Chesnut’s Civil War Unit 3 “Recollections of a Private”
HCS High School English Language Arts – English III CP Curriculum Consensus Map
Updated August 2009 Page 2 of 2
Continued Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.
“Confederate Account of the Battle of Gettysburg” “The Gettysburg Address” “Heading West” “I Will Fight No More Forever” Unit 3 Zora Neale Hurston’s from Dust Tracks on a Road James Thurber’s “The Night the Ghost Got In” Unit 4
from Hiroshima Unit 5
“Onomatopoeia” Unit 6 “Coyote v. Acme”
Syntax Dialogue Active v. Passive voice
Informational Texts: Expository/Persuasive/Argumentative Texts Choose a minimum of four texts.
from “Of Plymouth Plantation” from “Sinners in the Hands of an Angry God” “Declaration of Independence” “Water on Tap” “South Florida Environmental Report” “A Community’s Roots” “Virginia Archeological Site Record” “Citation Machine” Unit 4 “Wikipedia Article: Atlanta Braves” “Backing the Attack” Unit 5 “Urban Renewal” “Playing for the Fighting Sixty-Ninth” “One Day, Now Broken in Two”
Novels Choose a minimum of one or follow procedures for alternate choices.
The Scarlet Letter 1340 L Unit 1 Ethan Fromme 1160-1200L Unit 4 The Great Gatsby 1070L Of Mice and Men 630L Fahrenheit 451 890L Unit 5 A Walk to Remember 1010L Unit 6 The Secret Life of Bees 840L
1.2-8, 3.1, 4.1-4.6, 6.4
Syntax/dialect All areas of grammar, usage, and mechanics
HCS High School English Language Arts – English III Honors Curriculum Consensus Map
Updated August 2009 Page 2 of 4
Renaissance
1485-1660
How do our hearts and minds influence our
actions?
Choose at least 1: Macbeth (D) Hamlet (D) As You Like It (D) Choose at least 1: “Of Studies” (NF) from “Female Orations” (NF) “Tilbury Speech” (NF) “Meditation 17” (NF) Choose at least 2: One Shakespearean sonnet (P) “On My First Son” (P) “The Passionate Shepherd to His
Love” (P) “The Nymph’s Reply to the
Shepherd” (P) “To His Coy Mistress” (P) “To the Virgins to Make Much of
Time” (P) “Death Be Not Proud” (P) Choose at least 1: from “The Pilgrim’s Progress”
(F) from Paradise Lost (P) “Psalm 23” (P) The Parable of the Prodigal Son any world literature text from
Collection 3
Introduction to the Period
Renaissance Poetry
Shakespeare’s Sonnets and Plays
excerpts from Hamlet [Gibson or Branagh version](film)
excerpts from Macbeth [Thames video collection](film)
Standard Deviants School Macbeth Basics
Standard Deviants (video) “School Characters of Macbeth” (video)
“The Complete Dramatic Workshop”—Macbeth (video)
*Different Social Positions of Women by French School (illustration)
HCS High School English Language Arts – English III Honors Curriculum Consensus Map
Updated August 2009 Page 3 of 4
Restoration
1660-1800
How can order and civilization affect human
behavior?
Novel Choice: Gulliver’s Travels
(1150L-1330L)
Required: “A Modest Proposal” (NF) Choose at least 1: from An Essay on Man (P) from The Rape of the Lock (P) “To the Ladies” (P) Choose at least 1: from Gulliver’s Travels (F) from Don Quixote (F) Choose at least 1: from “The Diary of Samuel
Pepys” (NF) from “A Vindication of the
Rights of Woman” (NF) from “The Education of Women”
(NF)
Introduction to the Period
1 Dead in Attic The Rise of the
Novel Diary of Samuel
Pepys Weblog Recognizing
Persuasive Techniques
Form and Function in the Age of Reason
Identifying Tone From A
Dictionary of the English Language
*Monstrous Craws at a New Coalition Feast by James Gillray (Etching)
Hogarth paintings The Butter Battle Book by
Dr. Seuss (children’s book) excerpts from Gulliver’s
Travels (video) The Onion (website) Political Cartoons
Required (Choose at least one poem from each of the following poets): Samuel Taylor Coleridge William Blake William Wordsworth Lord Byron Percy Bysshe Shelley John Keats
Introduction to the Period
Themes of Romantic Poetry
Recognizing Patterns of Organization
Savings Creatures Great and Small
Forms of Romantic Poetry
Comparing and Contrasting
*The Corn Field by John Constable (oil painting)
Wanderer Above the Sea of Fog by Caspar David Friedrich (oil painting)
Required: “Shooting an Elephant” (NF) Choose at least 1: Dulce et Decorum Est (P) “The Rear-Guard” (P) “Do Not Go Gentle Into That
Good Night” (P) “The Second Coming” (P) “Digging” (P) Choose at least 1: “A Soldier’s Declaration” (NF) “I Believe in the British Empire”
(NF) “Blood, Sweat, and Tears” (NF) “A Room of One’s Own” (NF) Choose at least 1: “The Demon Lover” (F) “The Rocking-Horse Winner” (F) “Araby” (F) “No Witchcraft for Sale” (F) “Once upon a Time” (F)
Introduction to the Period
War Literature Under Heavy
Fire in Iraq Identifying and
Critiquing an Author’s Argument
Themes of Modern and Contemporary Poetry
Analyzing Details
Trapped Australian Miners Rescued
Irony Identifying
Cause and Effect
WWI propaganda posters Propaganda Media *”A Writer’s Influence”
HCS High School English Language Arts – English IV CP Curriculum Consensus Map
Updated August 2009 Page 1 of 2
Units from District-Adopted Text – Prentice Hall – The British Tradition
Selections from Units 1-6 and District-Approved Texts Indicator Focus E - 4
Grammar Skill Focus Writing Objective Correlation
Literary Texts: Short Story Choose a minimum of three selections.
“An Upheaval” Unit 5 _______________________________________________________ “The Lady in the Looking Glass: A Reflection” Unit 6 “The Lagoon” “Araby” “The Rocking-Horse Winner” “A Shocking Accident” “The Demon Lover” “No Witchcraft for Sale” “The Train from Rhodesia” “B. Wordsworth” “A Devoted Son” “Next Term, We’ll Mash You”
1.1 – 1.8, 5.5
Improve sentence structure, demonstrate mastery of subordination, coordination, apposition, and other devices, demonstrate mastery of verbs to vary sentence structure,
Literary Texts: Poetry Choose a minimum of two poems from each thematic unit.
From Beowulf From The Canterbury Tales Unit 1 “The Passionate Shepherd to His Love” Shakespearean Sonnets Unit 2 “To the Virgins, To Make Much of Time” “Elegy Written in a Country Churchyard” Unit 3 “The Lamb” “The Tyger” Unit 4 “My Last Duchess” “Sonnet 43” Unit 5 “Do Not Go Gentle into That Good Night” “Not Waving But Drowning” Unit 6
1.1-1.8 Syntax analysis, analysis of poetry, punctuation and capitalization, varying sentence structure, and parallel structure
Objective 2 Objective 3 Objective 5
Literary Texts: Drama Choose a minimum of one selection.
From Oedipus the King Hamlet Macbeth Unit 2 ______________________________________________________ Pygmalion Unit 6
1.1-1.7 3.1-3.4 4.1-4.4 5.2, 5.4 6.1-6.8
Improve sentence structure Demonstrate mastery of subordination, coordination, apposition, and other devices, Demonstrate mastery of verbs to vary sentence structure, internal citations, MLA/APA format
Objective 1 Objective 4 Objective 6 Objective 8
Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.
Letters of Margaret Paston Unit 1 ______________________________________________________ Queen Elizabeth I-Speech Before Her Troops Unit 2 ______________________________________________________ Speech in Favor of Reform Unit 4 Speech Against Reform ______________________________________________________ From – We’ll Never Conquer Space Unit 6
1.1-1.7 2.2, 2.3, 2.4,2.7 3.1 5.1
Works Cited/Bibliography MLA Analysis of Non-fiction Mastery in elaboration, clarity, and sophistication of writing
Informational Texts: Expository/Persuasive/Argumentative Texts Choose a minimum of four texts.
“A History of the English Church and People” Unit 1 “England’s Green, Fertile Land” ______________________________________________________ “Life in Elizabethan and Jacobean England” Unit 2 ______________________________________________________ “A Modest Proposal” Unit 3 “From Small Towns to Big Cities”
HCS High School English Language Arts – English IV CP Curriculum Consensus Map
Updated August 2009 Page 2 of 2
______________________________________________________ “A Vindication of the Rights of Women” Unit 4 “Creating a Legend” ______________________________________________________ “An Academy for Women” “Growing Up in Colonial Jamaica” Unit 5 ______________________________________________________ “The English Language Takes Root in India” Unit 6 “We Will Never Surrender”
Literary and Informational: Non-Print Texts Choose a minimum of two texts per thematic unit. *Use various pieces of art from each time period. *Use various music selections from each time period. Videos, Audio Clips, PowerPoints, and other non-print materials available on www.phlitonline.com
Beowulf Unit 1 The Canterbury Tales Emma Unit 4 Frankenstein Wuthering Heights Unit 5 Jane Eyre A Tale of Two Cities Tess of the D’Urbervilles Brave New World Unit 6 And Then There Were None
1.1, 1.4,1.5 1.6, 1.8 3.1, 5.3, 5.4 6.1-6.8
Analysis of Punctuation and Capitalization Usage Mastery of Fiction
HCS High School English Language Arts – English IV Honors Curriculum Consensus Map
Updated August 2009 Page 1 of 2
Essential Questions for Teaching World Literature based on District-Adopted Text – Holt – Elements of Literature, World Literature and District-Approved Resources:
1. What values and conflicts are common across cultures (time and space)? 2. How is a culture’s literature reflective of its experiences? Culture Text
(Choose a minimum of one novel in addition to the summer reading selection or follow
procedures for alternate choices.)
Nonprint Indicator Focus E-4
Grammar Skill Focus
Writing Objective Correlation
Middle East How is man’s curiosity and quest for understanding conveyed through Middle Eastern literature? What significant values, beliefs, or traits are captured through the texts left behind?
*from the Epic of Gilgamesh *“The Great Hymn to Aten” *”In the Beginning” from Genesis *“Noah and the Flood” Select at least one of the following: *“Decucalion” myth *“Psalms 23” *from Laments on the War Dead Israel *from Words
“Let There Be Symbolism” Streamline SC [8:58] “The Rise and Fall of the Aztec” Streamline [6:04]
1-all 3.1 3.2
4-all 5.2 5.3 5.6 6.2-all
Adjective and adverb clauses Grammar and Mechanics online test @ go.hrw.com
Objective 3: Parable creation or recreation
Objective 5: Analysis essay with student choice of three elements of author’s craft to discuss
Objective 7: Pair or group multimedia project on biblical allusions in literature, inferred meaning, and significance or comparison/ contrast essay of flood accounts
Objective 10: Given the characteristics of an epic, prove The Epic of Gilgamesh meets the requirements
Greek / Roman What universal themes permeate Greek and Roman literature, and how are they connected to the lives they lived?
*Iliad (at least one book) * “Two Translations of Homer’s Iliad” *Oedipus Rex *Sappho poems (at least three) * “Funeral Speech of Pericles” Select at least one of the following: *from The Apology from The Dialogues *from Metamorphoses *“Icarus’s Flight” *Anecdotes and Sayings of Saadi
Streamline Clips: “Homer’s Timeless History” [5:36] “Theater” [4:36] “Ancient Greek Philosophy” [5:19] “What Was the Iliad About?” [1:38] Rhetorical Device Web Activity: Great Speeches in History (go.hrw.com)
1-all 2.1 2.2 2.5 2.7 2.8 3.2 3.4
4-all 5.1 5.2 5.4 5.5 5.6 6-all
Sentence structure Internal Citations
Objective 1: Research evolution of drama
Objective 2: Proposal for a school production of Oedipus Rex and advertisement
Objective 3: Narrative poem
Objective 4: Persuasive essay, tips on p. 336
Objective 9: Vocabulary development activity- Greek and Latin roots p. 173
Objective 10: Comparison /contrast images from different translations of the Iliad/ p. 170
China/ Japan
What are the central beliefs of Confucianism, Taoism, and Buddhism?
Confucianism: from the Book of Songs from the Analects Taoism: from the Tao Te Ching Taoist Anecdotes Buddhism Zen Parables Novel Choices: Obasan (990L) The Awakening (960L)
Objective 3: Write a parable. Objective 11: Select one of Confuscius’ maxims; write a personal essay describing how it relates to your life.
India
How have the Hindu concepts of dharma, karma, the caste system, and reincarnation influenced Indian literature
*Opposing Viewpoints on DISCUS: Read two varying articles on India or Hinduism. *This I Believe: “Columbus Discovered India” by Siva http://thisibelieve.org/essay/12257/ *“Person of the Century: Mohandas
Streamline Clips: “Hindu Tenets: Karma, the Cycle of Reincarnation, and the Glorification of Shiva” [3:02] * “Religions of the World: Hinduism”
1.1 1.3 1.4 1.5 1.6 1.7 2.1 2.2
2.5 2.6 2.7 2.8 3.1 4-all 5.1 5.5
Parallel structure
Objective 1: Research Project-- How have the Hindu concepts of dharma, karma, the caste system, and reincarnation influenced Indian literature and culture?
*Streamline image: “A Scene from the Ramayana” *excerpts from Gandhi [PG]
2.3 2.4
6-all want to see in the world.
Objective 5: Write a literary analysis of Siddhartha.
Objective 7: Participate in a Socratic seminar addressing the unit’s essential question.
Africa/Middle East How is the very oral tradition of Africa reflected in its literary works? What lasting effects of conflicts in Africa and other Middle Eastern countries exist?
*“Why We Tell Stories About Spider” *“The Five Helpers” *from Sundiata: An Epic of Old Mali *from The Koran (at least one section) Select at least one of the following: *African Proverbs *“Dead Men’s Path” *“After the Deluge” *“The Prisoner Who Wore Glasses”
Streamline Clips: “Africa Today” [9:51] (media bias) Web activity: TV News Stories (go.hrw.com keyword LES WL-4)
1.3 1.4 1.5 2.2 2.3 2.7
4-all 5.2 5.3 6-all
Verb tense
Objective 3: Write a dilemma tale or chain tale. Objective 5: Analysis essay of archetypal figures Objective 6: Analysis essay of Sundiata Objective 7: Compare and contrast video segment of “Africa Today” and news story from web activity. Objective 11: Complete mini-research on major African country and create a travel guide highlighting various aspects of modern and traditional practices and sites to see.
Western Europe (Italy, Spain, France)
What is morality and what are the factors that have an impact on the development of our morality?
Excerpts from Don Quixote “The Guitar” “The Grail” “A Piece of String” “The Myth of Sisyphus” The Stranger (880L) excerpts from The Inferno “The War” “A Good Day” Novel Choices: Angela’s Ashes (1110L)
Text resource video about grail history Compare Dore and Blake interpretations of Dante’s vision of Hell.
1.1 1.3 1.4 1.5 1.6 1.7 2.4 2.5 2.6 2.7 3.1
4-- all 5.3 5.2 5.4 5.6 6--all
Misplaced and dangling modifiers
Objective 3: Create a modern day Don Quixote and write a narrative about one of his adventures.
Objective 4 & 8: Analyze war propaganda and write an editorial expressing your opinion concerning the necessity of war.
Objective 10: Respond to a writing prompt comparing Goethe’s and Faust’s use of the folk myth of the stolen child.
Objective 11: Write a poem in the style of Rilke’s “Black Cat” and compare yourself to an animal.
Objective 11: Modeling Dante’s use of contrapasso and following the rhyme scheme of terza rima, create your own multimedia Inferno.
Eastern Europe (Russia, Austria, Poland,
Czech) When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?
“The Long Exile” “A Problem” “Everything Is Plundered” and “Before Spring” “Black Cat” and Sonnet 5” excerpt Letters to a Young Poet “The Hunger Artist” “In Praise of Feeling Bad About Yourself”
Compare artistic interpretations of Rilke’s poem “Black Cat.”
1.2 2.1 3.1
4 – all 6 – all
Fragments Run-ons
Objective 1: Research Project--Is nonviolent protest the answer?
Objective 5: Compare the use of poetic devices in “Everything Is Plundered” and “Before Spring.”
Objective 6: Write an essay examining the significance of the title of Chekov’s story “The Problem.”
Objective 7: Write an essay comparing the injustices presented in “The Long Exile” and “The Piece of String.”
Latin America What tools can the individual use to judge the difference, or draw a line between, illusion and reality?
“The Censors” “Writing and Hope” “The Night Face Up” Neruda--Sonnet 49 and Sonnet 71
Aztec architecture and how it reflects culture Analyze the lines between illusion and reality in art by Dali.
1.1 1.3 1.4 1.5 1.6 1.7 2.4
5.6 4 all 5.2 5.4
Transitions Dash
Objective 4: Write an editorial expressing your opinions about censorship.
Objective 10: Write an essay supporting a possible explanation for the parallel events that occur in “The Night Face Up.”
Objective 12: Write an essay that explains the importance of writing in your life and examines your growth as a writer.