11th-12th+English+World+Literature

standards ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ **Assessment** || RL 5 RL 10 RI 2 RI 3 RI 10 WI LI  L2  L3 || What is an epic hero? What makes an epic? What characterizes ancient literature? Why are these texts the groundwork for literature that follows? || (look at page 209 A for a guide) point-of-view account, personal writing character analysis epic similies analyzing arguments paragrphasing evaluating , summarizing || Analyze how the genre of texts with similar themes shapes meaning. Analyze the influence of mythic, classical, and traditional literature on 21st century litearature. Relate the figurative language of a literary work to its historical and cultural settings. || Iliad, Canterbury Tales, Inferno (summary) // Everything from page 211-389) // || Quizzes, Research,  Test  Project,  Weekly Vocabulary  Daily grammar
 * ~ Unit || CC
 * 1. The Origins of Literature || RL 4

SRCs || RL 7 RL 10 RI 1 RI 10 W 1 L 1 || How is satire an effective means for social change? What characterizes satire? Where might we find satire today? || Three types of irony. Imagery, Setting, Humor, Folktale, Recognizing common elements of tales, Inferring, responding, Sarcasm ambiguity || Compare and contrast coverage of the same text in different media (connect to drama.) || Candide Chekov’s “The Bet” All of the Anansi stories || Create a news report. Write a persuasive memo. Reasearch art from around the world. Daily grammar, weekly vocabulary || RI 1 RI 3 RI 10 W 1 W 2 || What are the key characteristics of Romanticism? Realism? How do the works of artists and writers reflect the changes during the era of Romanticism and Realism? || Speaker, autobiography, persusasion, inferring, setting and mood, drawing conclusions ||
 * 2. Satire and Irony || RL 6
 * 3. Realism and Romanticism || RL 10

Analyze the way in which w work of fiction is shaped by the narrator’s point of view. Make subtle inflerences and draw complex conclusions about the ideas in a text. || Twain, O’Henry, Wiesel, Solzhenitsyn, “War” by Luigi Pirandello
 * || Analyze non-linear plot development and compare it to linear plot development.

Outside reading: //Night, A Day in the Life of Ivan Denisovich// || Personal writing, Comparing poems, Examining information, Weekly vocabulary, Daily grammar SRC’s || RL 2 RL 3 RL 10 RI 5 RI 6 RI 10 W 1 W 2 W 3 W 4 W 5 W 6 W 7 W 8 W 9 W 10 || How does an author create meaning in a non-fiction or informational text?
 * 4. Non-fiction Narratives from around the world || RL 1

How do the creators of informational texts use logic, evidence, and rhetorical devices to persuade?

How do writers use evidence and research to support their arguments in persuasive writing? How is literature a reflection of life? || Autobiography, Memoir Biography, Narrative essay, Expository essay Persuasive essay The lead The body, The conclusion Writer’s purpose, Central theme Point-of-view || Reading and writing nonfiction involves the following skills:

Questioning, Drawing on personal experience, Research, Evaluating purpose, Evaluating authorial intent, And responding to texts

Research paper || From //Out of Africa// by Denison.

From //Kaffir Boy in America//

From //The Apology//

From //The Pillow Book//

“The Myth of Sisyphus”

From //The Voyage of Christopher Columbus//

“The Burning of Rome” from //The Annals// || Research. Write your own non-fiction narrative.

plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea

structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; edit drafts for grammar, mechanics, and spelling; revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. || RL 6 RL 10 RI 1 RI 4 RI 7 RI 10 W 1 L 4 L 5 L 6 || How can poetry be defined?
 * 5. Poetry || RL 4

What are poetic devices? How are poetic devices used to engage readers?

Why is imagery and symbolism as a poetic/literary device important to the understanding/ appreciation of poetry?

How have dominant pieces of literature been inspired by poets and how can poems written in different eras and genres be compared?

Who were some of the prominent figures in multiple poetry movements and how did they influence the creative flow and process of writing poetry?

What does learning about ourselves teach us about others? Is creative flair a learned process or is it an inspired desire?

Why is the presentation of poetry an important skill learned?

How can one utilize life experiences as a foundation for creative and expressive thinking? || Imagery, Symbol Figures of speech, Synecdoche, Inferring, using text structures, Evaluating, Comparing and contrasting. Connotation vs. denotation || Interpret Analyze Evaluate Compare and contrast Classify poems by tone, theme, subject material. Connect to art ||  || There is a large section poetry from around the world, pp. 600-689 ||   ||   ||