British+Literature

__ Prentice Hall Literature: Timeless Voices, Timeless Themes: The British Tradition, 2000 __ "The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Free Reading || - read four paperback books, one per nine weeks/quarter, during the school year, completing a project for each. At the beginning of the second semester, students will form groups which will choose a group reading project book/s: all students read the same book by the same author or read different books by the same author or read different books by different authors in the same genre which will then engender the "Free Reading Group project. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 20 || as per individual students' needs || chosen novels || one free-reading day every two weeks, discussion || Book Talks, IR Projects, Free Reading Journal || Vocabulary || Vocabulary At the end of each lesson, the student should be able to: 1. Pronounce each word correctly. 2. Apply pronunciation rules. 3. Spell each word correctly. 4. Apply spelling rules. 5. Give the opposite of a word. 6. Give all the words that share the same meaning. 7. Group related words together. 8. Give the part of speech of each word. || 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. || 35 || Word Lists for each unit || Greek and Latin Roots Vocabulary Series || Workbook exercises, daily vocabulary word || quizzes, graded workbook assignments || Papers || A. Usage of research techniques in the library twice per year demonstrating knowledge and competence in using the following skills: Selection of topic. b. Locating information. c. Taking notes. d. Writing an outline. e. Developing a paper with sufficient, specific, relevant information. f. Writing a research paper with appropriate documentation, paraphrased information, and work cited page. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.e || 20 || terms related to revision and composition || Notes from the instructor || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || Persuasive Writings || a. Actual writing of the paper to meet specific requirements. b. Proofreading. || ** Writing Process: 12.2.1 ** LA 12.2.1.a Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information LA 12.2.1.b Generate a draft by: Constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject Structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience Applying standard rules of sentence formation, including parallel structure and subordination LA 12.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) LA 12.2.1.d Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing LA 12.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) LA 12.2.1.f Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document e.g., fonts, spacing, highlighting, images, style conventions, manuscript requirements) || 10 || Composition Terms: Transitions, etc. Writing Composition Terms: revision, etc. || teacher made materials, state writing rubric and topics || discussion, lecture, practice || state writing rubric || Anglo-Saxon History and literature Including but not limited to //"Introductory Overview of British Literature,// //The Old English Period and the Medieval Period,// //The Seafarer// //The Wanderer// "The Wife's Lament" //Beowulf// //A History of the English Church and People by Bede// //Anglo-Saxon Chronicles// || Demonstrate and interpret literature of the Anglo-Saxons and the relationship of the literature to the culture and history of the Anglo-Saxon people. Analyze and discuss the differences and similarities of Anglo-Saxon writings to that of other periods and cultures. Analyze, compare, contrast and discuss the differences and similarities of pre-Anglo-Saxon and Anglo-Saxon history to other periods and cultures. Read Anglo-Saxon Literature and interpret the possible influences of the historical context on the literary work. Compare and contrast text events and literary pieces of his/her own and recognize and discuss themes and connections across time and culture. Apply a variety of reading strategies, particularly literal comprehension, appropriate for the selections. Analyze and discuss literary elements in general and those specific to Anglo-Saxon literature. Use a variety of strategies to read unfamiliar words and to build vocabulary. To learn to use elements of grammar, usage and style and compare modern use to Anglo-Saxon use. Use the examples of Anglo-Saxon literary and historical work to create a student imitation. Express and support responses to various types of texts Prepare evaluate and critique the student's own work or a peer's written or oral presentations. || Reading assignments in this class: 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. Applicable to all Reading Assignments and Vocabulary Worksheets: 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. pplicable to Class Discussions/Presentations: 12.3.1.a: Communicate ideas and information in a manner appropriate for the purpose and setting. 12.3.1.b: Demonstrate and adjust speaking techniques for a variety of purposes and situations. 12.3.1.c: Utilize available media to enhance communication. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.d: Engage in activities with learners from a variety of cultures through electronic means. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. 12.4.1.f: Gather and share information and opinions as a result of communication with others. 12.4.1.g: Use social networks and information tools to gather and share information. questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.2.2.a: Write in a variety of genres, considering purpose, audience, medium, and available technology. 12.2.2.b: Write considering typical characteristics of the selected genre. 12.2.2.c: Select and apply an organizational structure appropriate to the task. 12.2.2.d: Analyze models and examples of various genres in order to create a similar piece. || 40 || Vocabulary terms relevant to literature, history and the Anglo-Saxons including but not limited to the following: Terms specific to Anglo-Saxon poetry, literary terms, student and instructor-chosen terms from reading and discussion. || Textbook Teacher made materials including hand out on "Joseph Campell's Schema of the Hero" Teacher made powerpoint on Pre-Anglo Saxon British history/ Anglo-Saxon history Web page: valentine.myelearning.org DVD's //Robin Hood of Sherwood// //Lord of the Rings// //Beowulf and Grendel: RATED RR for language and sexual situations// //Background to Beowulf UPC 69394016333 Educational Video Network// //Beowulf and the Anglo-Saxons www.artsmagicdvd.com// //Beowulf (animated short)// //by World Literary Classics, Schlessinger media// //Chronicles of Narnia: The Lion, the Witch and the Wardrobe//
 * Teachers****:** Knispel
 * Textbook:**
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1
 * 2 || 2
 * 3 || 3 Research
 * 4 || 4
 * Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. **
 * 5 || British History, Pre-Anglo-Saxons

VCR tapes //Rings, Kings and Things: Swords and Sorcery// by Standard Deviants, Cerebellum at www.standarddeviants.com || Graded activities will include but not be limited to the following: text reading journals group and individual student projects written imitation assignments student created projects Tests over history and literature Discussion, Lecture, text reading journals as per rubric, writing assignments: Hero Ad Joseph Campbell Schema of the Hero Movie Comparison, Joseph Campbell Schema of the Hero book comparsion Student created Beowulf project Student created imitation of Anglo-Saxon poem Student created imitation of //Anglo-Saxon Chronicles// or of //History of the English Church and People// || Tests on line or hard copy Rubrics on individual and group assignments Rubrics on student created projects || //The Canterbury Tales// including "The Nun's Priest's Tale" //Sir Gawain and the Green Knight, Morte d'Arthur,// Ballads: "Lord Randall", "Get Up and Bar the Door", "Barbara Allen" and "Twa Corbies" "Letters of Margaret Paston" || Demonstrate and interpret literature of the Medieval Britain and the relationship of the literature to the culture and history of the British people. Analyze and discuss the differences and similarities of Medieval writings to that of other periods and cultures. Analyze, compare, contrast and discuss the differences and similarities of Medieval history to other periods and cultures. Read Medieval Literature and interpret the possible influences of the historical context on the literary work. Compare and contrast text events and literary pieces of his/her own and recognize and discuss themes and connections across time and culture. Apply a variety of reading strategies, particularly literal comprehension, appropriate for the selections. Analyze and discuss literary elements in general and those specific to Medieval literature. Use a variety of strategies to read unfamiliar words and to build vocabulary. To learn to use elements of grammar, usage and style and compare modern use to Medieval use. Use the examples of Medieval literary and historical work to create a student imitation. Express and support responses to various types of texts Prepare evaluate and critique the student's own work or a peer's written or oral presentations. || Reading assignments in this class: 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. Applicable to all Reading Assignments and Vocabulary Worksheets: 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. Applicable to all Research Projects: 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.2.2.a: Write in a variety of genres, considering purpose, audience, medium, and available technology. 12.2.2.b: Write considering typical characteristics of the selected genre. 12.2.2.c: Select and apply an organizational structure appropriate to the task. 12.2.2.d: Analyze models and examples of various genres in order to create a similar piece. Applicable to Class Discussions/Presentations: 12.3.1.a: Communicate ideas and information in a manner appropriate for the purpose and setting. 12.3.1.b: Demonstrate and adjust speaking techniques for a variety of purposes and situations. 12.3.1.c: Utilize available media to enhance communication. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.d: Engage in activities with learners from a variety of cultures through electronic means. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. 12.4.1.f: Gather and share information and opinions || 40 || Vocabulary terms relevant to literature, history and the Anglo-Saxons including but not limited to the following: Terms specific to Medieval British mythology, legend, prose and poetry, literary terms, student and instructor-chosen terms from reading and discussion. || Textbook Teacher made materials including hand out on "Joseph Campell's Schema of the Hero" Teacher made powerpoint on Medieval British history and Chaucer Web page: valentine.myelearning.org DVD's //King Arthur// //The Legend of King Arthur: Camelot// //In Search of Heroes: King Arthur by Michael Wood, PBS Home Video// //Chaucer & The Canterbury Tales www.artsmagicdvd.com// //Sir Gawain and the Green Knight: the mystery of the literary masterpiece behind the legend, www.artsmagicdvd.com// //VCR: Merlin, Arthur and the Holy Grail by Acorn Media// Teacher created worksheet on ballad form Songs from Internet or teacher CD/Itunes, ballads which are appropriate may include but are not limited to the following: Modern Ballads “Richard Cory” “The Man Who Shot Liberty Valance” “One Tin Soldier” “Goodbye Earl” “Travelin’ Soldier” “MBA” "Battle of New Orleans" "Ghost Riders in the Sky" || Graded activities will include but not be limited to the following: text reading journals group and individual student projects written imitation assignments student created projects Discussion, Lecture, text reading journals as per rubric, writing assignments: Student created imitation of Chaucer's Canterbury tales including character descriptions and "tales" from Chaucer assignment sheets Student imitation of ballad from ballad form sheet and ballad assignment sheets || Tests on line or hard copy Tests over history and literature Rubrics on individual and group assignments Rubrics on student created projects Rubrics on individual and group assignments Rubrics on student created projects || Analyze and discuss the differences and similarities of Renaissance writings to that of other periods and cultures. Analyze, compare, contrast and discuss the differences and similarities of Renaissance British history to other periods and cultures. Read Renaissance British Literature and interpret the possible influences of the historical context on the literary work. Compare and contrast text events and literary pieces of his/her own and recognize and discuss themes and connections across time and culture. Apply a variety of reading strategies, particularly literal comprehension, appropriate for the selections. Analyze and discuss literary elements in general and those specific to Renaissance British literature especially drama. Use a variety of strategies to read unfamiliar words and to build vocabulary. To learn to use elements of grammar, usage and style and compare modern use to Renaissance/British use. Use the examples of Renaissance/British literary and historical work to create a student imitation. Express and support responses to various types of texts Prepare evaluate and critique the student's own work or a peer's written or oral presentations. || Reading assignments in this class: 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. Applicable to all Reading Assignments and Vocabulary Worksheets: 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. Applicable to all Research Projects: 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.2.2.a: Write in a variety of genres, considering purpose, audience, medium, and available technology. 12.2.2.b: Write considering typical characteristics of the selected genre. 12.2.2.c: Select and apply an organizational structure appropriate to the task. 12.2.2.d: Analyze models and examples of various genres in order to create a similar piece. Applicable to Class Discussions/Presentations: 12.3.1.a: Communicate ideas and information in a manner appropriate for the purpose and setting. 12.3.1.b: Demonstrate and adjust speaking techniques for a variety of purposes and situations. 12.3.1.c: Utilize available media to enhance communication. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.d: Engage in activities with learners from a variety of cultures through electronic means. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. 12.4.1.f: Gather and share information and opinions || 40 || Vocabulary terms relevant to literature, history and the Renaissance in Briain including but not limited to the following: Terms specific to Renaissance British mythology, legend, prose and poetry, literary terms, student and instructor-chosen terms from reading and discussion. || Textbook Teacher made materials including hand out on "Joseph Campell's Schema of the Hero" Teacher made powerpoint on Renaissance British history Materials supplied on valentine.mylearning.org DVD's //Macbeth with Patrick Stewart/PBS Great Performances// //In Search of Shakespeare Michael Wood PBS Home Video// //Macbeth with Jeremy Brett and Piper Laurie// //Macbeth with Greta Schacchi// //CD Macbeth ed. by A. R. Braunmuller: the Voyager Shakespeare// Worksheet "Aristolean Drama Pyramid" || Graded activities will include but not be limited to the following: text reading journals group and individual student projects written imitation assignments student created projects Discussion, Lecture, text reading journals as per rubric, writing assignments: Student project: Macbeth themes and visual project-see worksheet || Tests over history and literature ||
 * 6 || Unit on Medieval History and Literature including but not limited to:
 * 7 || Unit on Renaissance History, Shakespeare and Macbeth || Demonstrate and interpret literature of the Renaissance in Europe and Britain and the relationship of the literature to the culture and history of the European/British people.