Unit Question: What is the difference between living and surviving? Why is the fight for survival so prevalent in life and literature?
Time Frame: Three weeks: A/B Block Schedule
Unit Summary and Rationale:
To synthesize the concept of how living and surviving are intertwining literary themes, learners examine the quest to fight for life and survival through informational text, media, short stories and poetry to examine the optimism of hope, the future of science and the fear of death. This unit combines poetry, pop-culture, prior literature, and embraces rich discussion of current events,thematic concepts and literary devices. The anchor text is Dylan Thomas' "Do Not Go Gentle." The unit synthesizes Dylan Thomas poem with his inspiration for writing, Eudora Welty's "A Worn Path," and PhRma's commercial on Dylan's poem. Students will research and triangulate the three works and examine how diverse genres approach a common theme through a complex examination of structure and figurative language. Ultimately, video poems and authentic writing will offer choice and control for learners to create, communicate, collaborate and think critically.
Unit Connection College and Career Ready Descriptions: These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
Students will demonstrate independence.
Students will value evidence.
Students will build strong content knowledge.
Students will respond to the varying demands of audience, task, and discipline.
Students will critique as well as comprehend.
Students will use technology and digital media strategically and capably.
Students will develop an understanding of other perspectives and cultures.
Reading
Literature _x
11-12RL
Key Ideas and Details
1. 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.
2. 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.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
Informational Text_
11-12 RI
Key Ideas and Details
1. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
11-12W
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
5. 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.
Language
11-12 L
Conventions of Standard English
4. 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.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Technology
HS.TT.1.3 Use appropriate technology tools to design products and information with others.
Big Ideas:
Learners will understand and recognize theme as enduring and universal as a broad message conveyed through a literary work.
Learners will explore the quest for life and how this drives characters to take action and move a literary work forward.
Learners will examine how universal ideas include human nature or society, as well.
Learners will develop an understanding of rich vocabulary through an examination of contextual meaning and a revised definition.
Learners will apply knowledge of literary devices and narrative techniques to enhance appreciation of literature.
Learners will synthesize information from research, the life of the author, events, characterization, theme, plot events and details to draw conclusions and infer meaning.
Essential Questions:
1.How does theme emerge over the course of the text to create a complex meaning or account?
2-How does figurative language enhance meaning of the work of a whole?
3-Consider the connotation of living versus surviving? How is this concept developed in the diverse genres explored?
Language:
1.Compare and contrast the language used in diverse media. How does each author's language illustrate his message? Explore the commonalities in the approaches. What is the implication?
Knowledge:
Students will be able to:
synthesize knowledge of bioethics and aging/death from biomedical technology and AP/IB Biology for information processing to examine mental health in Phoenix Jackson's character in "A Worn Path" and Dylan Thomas' father in "Do Not Go Gentle."
apply new skills in the villanelle in poetry and characterization in short stories to create new meaning and complex account across diverse genres
evaluate how medical research uses literary themes to inspire change and motivate others to engage in the fight for life and survival
trace the development of complex and intertwining themes
Learning Targets:
Students will be skilled at…
annotating and synthesizing the information to draw meaning to literary text
synthesizing theme across multiple literary works and evaluating how structure and figurative language impacts the meaning of the work as a whole
applying literary devices and thematic concepts to mixed genres to enhance understanding and appreciation
Time Frame: Three weeks: A/B Block Schedule
Unit Summary and Rationale:
To synthesize the concept of how living and surviving are intertwining literary themes, learners examine the quest to fight for life and survival through informational text, media, short stories and poetry to examine the optimism of hope, the future of science and the fear of death. This unit combines poetry, pop-culture, prior literature, and embraces rich discussion of current events,thematic concepts and literary devices. The anchor text is Dylan Thomas' "Do Not Go Gentle." The unit synthesizes Dylan Thomas poem with his inspiration for writing, Eudora Welty's "A Worn Path," and PhRma's commercial on Dylan's poem. Students will research and triangulate the three works and examine how diverse genres approach a common theme through a complex examination of structure and figurative language. Ultimately, video poems and authentic writing will offer choice and control for learners to create, communicate, collaborate and think critically.
Unit Connection College and Career Ready Descriptions: These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
Students will demonstrate independence.
Students will value evidence.
Students will build strong content knowledge.
Students will respond to the varying demands of audience, task, and discipline.
Students will critique as well as comprehend.
Students will use technology and digital media strategically and capably.
Students will develop an understanding of other perspectives and cultures.
Reading
Literature _x
11-12RL
Key Ideas and Details
1. 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.
2. 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.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
Informational Text_
11-12 RI
Key Ideas and Details
1. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
11-12W
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
5. 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.
Language
11-12 L
Conventions of Standard English
4. 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.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Technology
HS.TT.1.3 Use appropriate technology tools to design products and information with others.
Big Ideas:
Learners will understand and recognize theme as enduring and universal as a broad message conveyed through a literary work.
Learners will explore the quest for life and how this drives characters to take action and move a literary work forward.
Learners will examine how universal ideas include human nature or society, as well.
Learners will develop an understanding of rich vocabulary through an examination of contextual meaning and a revised definition.
Learners will apply knowledge of literary devices and narrative techniques to enhance appreciation of literature.
Learners will synthesize information from research, the life of the author, events, characterization, theme, plot events and details to draw conclusions and infer meaning.
Essential Questions:
1.How does theme emerge over the course of the text to create a complex meaning or account?
2-How does figurative language enhance meaning of the work of a whole?
3-Consider the connotation of living versus surviving? How is this concept developed in the diverse genres explored?
Language:
1.Compare and contrast the language used in diverse media. How does each author's language illustrate his message? Explore the commonalities in the approaches. What is the implication?
Knowledge:
Students will be able to:
synthesize knowledge of bioethics and aging/death from biomedical technology and AP/IB Biology for information processing to examine mental health in Phoenix Jackson's character in "A Worn Path" and Dylan Thomas' father in "Do Not Go Gentle."
apply new skills in the villanelle in poetry and characterization in short stories to create new meaning and complex account across diverse genres
evaluate how medical research uses literary themes to inspire change and motivate others to engage in the fight for life and survival
trace the development of complex and intertwining themes
Learning Targets:
Students will be skilled at…
annotating and synthesizing the information to draw meaning to literary text
synthesizing theme across multiple literary works and evaluating how structure and figurative language impacts the meaning of the work as a whole
applying literary devices and thematic concepts to mixed genres to enhance understanding and appreciation
Reading Tasks:
Dylan Thomas reflection on why he wrote "Do Not Go Gentle" "Do Not Go Gentle"-Dylan Thomas "A Worn Path"-Eudora Welty #GoBoldy Video PhRma Do Not Go Gently Annotating Informational Texts Study Guides How to analyze a short story |
Writing Tasks:
Quick Writes AP Authentic Assessments Short Story Analysis Essay Choices: From free response essays |
Discussion Tasks: Triangulation of Three Genres Small Group and Seminar Triangulation Activity Video Poem and Voice-Over Figurative Language,Techniques and Devices Literary Allusions, Dramatic Irony, Characterization, Symbolism Connotation The Villanelle Theme Chart: Students locate a supporting passage or event to tie to major themes |
Language/Vocabulary Tasks:
Annotation On Events, Characters, and Details. Vocabulary Chart Defining Words through context Ongoing, student monitored: Chapter/Word Contextual Definition Revised Definition |
Diagnostic
Pre-Assess Knowledge Review of Poetic Devices Role of the Archetypes versus Themes in literature Annotated Documents |
Formative
Study Guide Ongoing Review Analysis of "Do Not Go Gentle" by Dylan Thomas with Survey Responses Seminar Activities Theme Chart Triangulation/Research PhRma Video/Poem/Short Story Video Poem and Voice-Over #GoBoldly |
Seminars/Benchmark
Authentic Essay AP Modeled Objective Exam |
Personalization and Rubrics
Single-Point and Short Story Rubrics AP Authentic Essay Rubric and Reflection Document Student Choice of DIDLS and TPCASST |
Products:
1-Group analysis and Triangulation of three works in diverse genres.
2-Video poem with voice-over
3-Authentic AP Essay
4-#GoBoldly
Public Audience/Experts:
PhRma: Medical Bio Industry
Dylan Thomas: Information Text and Poetry
Resources:
1-Google Classroom
2-Multiple Media Outlets
Multiple Means of Representation
1-Think-Pair-Share
2-Collaborative Teams
3-Subtitles for Video and text translations
4-Flexible timelines
5-Choice and Control through graphic organizers in TPCASST and DIDLS
6-Single-Point Rubrics for Growth Mindset
Students acquire the knowledge and practice skills through the following:
1-Teams:
Reflection Methods:
Units end with three sentence starters:
1-The best part of this unit is:
2-This unit would be better if:
3-I would like to learn more about:
1-Group analysis and Triangulation of three works in diverse genres.
2-Video poem with voice-over
3-Authentic AP Essay
4-#GoBoldly
Public Audience/Experts:
PhRma: Medical Bio Industry
Dylan Thomas: Information Text and Poetry
Resources:
1-Google Classroom
2-Multiple Media Outlets
Multiple Means of Representation
1-Think-Pair-Share
2-Collaborative Teams
3-Subtitles for Video and text translations
4-Flexible timelines
5-Choice and Control through graphic organizers in TPCASST and DIDLS
6-Single-Point Rubrics for Growth Mindset
Students acquire the knowledge and practice skills through the following:
1-Teams:
- Google Classroom
- Collaborative Presentations
- Data Collection as Contribution
- Video Poems
- Graphic Organizers
- Verbal Expression
- Quick-Writes
- Essay
Reflection Methods:
Units end with three sentence starters:
1-The best part of this unit is:
2-This unit would be better if:
3-I would like to learn more about: