We are learning to recognize different text forms, features, and stylistic elements and demonstrate how they communicate meaning I can identify the following literary devices and explain how they create meaning in poetry and prose: Personification Hyperbole Onomatopoeia Oxymoron Paradox Assonance Consonance Euphony Alliteration Simile Metaphor I can identify the following stylistic elements and explain how they create meaning in poetry and prose: Parallel structure Climactic order Polysyndetic construction Asyndetic construction Chiasmus Rhetorical question I can identify the following rhetorical strategies and use them to develop an argument: Logos Pathos Ethos
We are learning to edit, proofread, and use knowledge of conventions to correct errors and present work effectively I can use the following pieces of punctuation correctly to create emphasis: Colon Semi-colon Dash Ellipsis Parenthesis
We are learning to write an effective personal essay I can use keyhole structure which includes o An introduction with: An effective hook A general introduction that gradually becomes more specific then leads to the thesis Thesis o Body paragraphs (at least three) Organize the paragraphs in terms of time, space, or order of importance Use climactic order within paragraphs so each paragraph ends strongly Each topic sentence should have a transitional tag to ensure coherence Each topic sentence should reflect the thesis. Within each paragraph, use a literary device that creates emphasis Within each paragraph ensure that there is unity and coherence The concluding sentence connects to the topic sentence o Concluding paragraph Re-state thesis Summarize body Universal application (this may or may not connect to the hook) use active voice eliminate weak verbs use proofreading and editing strategies to eliminate errors in spelling, grammar, and punctuation
Mini lessons on: rhetoric, literary devices, punctuation, essay structure, descriptive writing, unity and coherence, emphasis, active voice vs passive voice.
Unit 2 Learning Goals Success Criteria We are learning to analyze fiction using archetypal patterns such as the hero, and the quest pattern, and phases of tragedy
I can identify and explain Northrop Fryes phases of tragedy and use them to analyse a work of literature (The Great Gatsby or The Kite Runner) I can identify the features of the tragic hero and use them to analyze a character in a work of literature (The Great Gatsby or The Kite Runner) I can identify the different elements of the quest pattern and explain how an author uses this to structure a narrative in work of literature (The Great Gatsby or The Kite Runner) We are learning to apply a variety of reading strategies to understand fiction I can identify the theme of a novel and trace its development I can identify and explain how different literary devices (see unit 1) enhance meaning I can make connections between The Great Gatsby or The Kite Runner and my own life as well as the world around me. We are learning to use effective research strategies and cite our research using MLA format I can use the school databases and advanced Google search strategies to find relevant and reliable material for research I can use EasyBib (or a similar tool) to keep track of my research notes I can use parenthetical citations in MLA format in my writing I have a variety of strategies for figuring out how to find information that I need
We are learning to present an effective seminar to the class I can use keyhole structure to effectively organize a presentation I can prepare a works cited page for my seminar that includes at least 4 relevant secondary sources I can use multimedia elements to enhance my presentation o Slides have unity and coherence o Slides use images that are creative commons licensed and referenced appropriately o Slides enhance the presentation rather than stand in for the presentation I can speak clearly and with expression, making eye contact with the audience I can present without reading from my notes
Literature circle meetings, lesson on research strategies, effective slide presentations
Unit 3 Learning Goals Success Criteria We are learning to analyze and evaluate a more complex text like William Shakespeares Othello I can use a variety of reading strategies to make meaning from the text I can identify the main characters, plot, and themes in Othello I can draw conclusions about the play and use specific evidence from the text to support those conclusions. I can identify and explain the use of literary devicesespecially symbolism (see unit 1) in Othello I can classify Othello as a tragedy using archetypal theory I can read critically, reading between the lines of the text to make inferences that are not obvious upon first reading I can identify bias in the text and critically evaluate the missing voices in the text I can make connections between Othello and other texts Ive read We are learning to demonstrate our understanding of a complex text like Othello through a dramatization. I can recite a selection of text from memory with clarity and expression I can demonstrate an understanding of text through my body language, movement and position on stage I can communicate my understanding of the text through costume and set choices We are learning to write a formal literary essay I can use keyhole structure which includes o An introduction with: An effective hook A general introduction that gradually becomes more specific then leads to the thesis Thesis o Body paragraphs (at least three) Organize the paragraphs in terms of time, space, or order of importance Use climactic order within paragraphs so each paragraph ends strongly Each topic sentence should have a transitional tag to ensure coherence Each topic sentence should reflect the thesis. Within each paragraph, use a literary device that creates emphasis Within each paragraph ensure that there is unity and coherence The concluding sentence connects to the topic sentence o Concluding paragraph Re-state thesis Summarize body Universal application (this may or may not connect to the hook) use active voice eliminate weak verbs use proofreading and editing strategies to eliminate errors in spelling, grammar, and punctuation format quotations from Shakespeare accurately in MLA format