Unit 2:
Shared Responsibility:
What does ‘American Culture’ mean?
Approximate Time: 10 weeks
Essential Questions:
What effect does society have on the individual?
What effect can the individual have on society?
Anchor Text: Poetry Anthology
Essential Questions:
What effect does society have on the individual?
What effect can the individual have on society?
Anchor Text: Poetry Anthology
CCSS
- 11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain..
- 11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- 11-12.R.L.7 Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- 11-12.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
- 11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 11-12.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- 11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- 11-12.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
- 11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- 11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis, reflection, and research.
- 11-12.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- 11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
Activities
- Vocabulary - Students will study challenging vocabulary chosen from the works studied and/or College Board’s SAT book (L.4)
- Literary Skills Posters– paraphrasing, voice/tone, figurative language/diction, symbolism, rhythm/form: Explore the author’s skill at creating these elements through poetry. (11-12.W.1; 11-12.RL.1)
- Group Work: Read through the poetry packet looking to figure out what the poet is actually trying to say.
- Seminar: What does society provide for an individual? What does the individual have to give back to the society in return? Support your opinion with examples from the story. (11-12.SL.1 & 4)
- Research: Historical, Feminist, Marxists, Psychoanalytical Criticism Basics
- Lit Crit/ Research Discovery: Picking one poem (from a box provided) students will have to use a selected lens (criticism) to analyze the poem they’ve chosen.
- PBL: Create a 2-3 minute long short film based on either one author and their works from our poetry unit OR one era/style of poetry (transcendentalism, colonial, modernism, post modernism, beat, Harlem Ren, etc. In the film, you MUST discuss how this poet changed society with their works. Think of this as a teaching tool. (11-12.W.6 / RL.7)
Writing Assignments
- In-Class Essay: Taking one of the following questions, write a formal (no first person pronouns, no informal language) response using text evidence to support your point. (11-12.RL1 & W.1)
- What are the benefits and drawbacks to responsibility? What responsibilities does an individual have to society? What responsibilities does society have to an individual? How do people deal with their stress? Why is it important to find outlets for stress? What components make up one’s identity? How does socioeconomic class affect society and the individual? What can we do to lessen the negative effects of class differences? How do gender and expected gender roles affect society and the individual?
- Writing Discovery: Lit Crit on a randomly provided poem. Pick a criticism, pick a poem, do research based on what you’ve selected.
- Comparison Essay (11-12.W.1 & RL.2)
Enrichment Activities
- Go to a poetry slam
- Go to an open mic night
- Go to a poetry reading
- Watch HOWL, Sylvia, and/or Dead Poet’s Society (with parent permission)
ASsessments
- Lit Crit Discovery
- In-Class Essay
- PBL: Poetry in Motion
- Reading Quizzes
- Class Discussion
- Vocabulary Quiz
Resources
- Excerpts from The New Anthology of American Poetry
- Chart paper & Markers
- Voice Thread
| Poetry Terms |
Paraphrasing - the ability to write something in your own words in order to better understand the content. in poetry, you can do this line by line or stanza by stanza.
Voice & Tone - The ability for the poet to express the mood of the poem through words and point of view.
Figurative Language & Diction - Writing that sometimes loses its literal meaning in order to enhance the feeling or emotional connotation of the piece of work. Ex. simile, metaphor, onomatopoeia, etc. Diction specifically is when the author uses just the right word to make the poem that much more intense.
Symbolism & Imagery - When an object is meant to represent more than what it is, that's symbolism. Symbolism and Imagery go hand in hand, as imagery creates images in the mind of the reader in order to enhance the reader's experience.
Rhythm & Form - the sound and the feeling sometimes are very closely linked. When the author is intentional about the rhyme scheme or form or the rhythm attached to the poem, it's for a reason.
| Sestina-Directions.docx |
Literary Criticism
Go-To Guide by the Writing Commons
