SKILLS: INTEGRATING LIBRARY RESOURCES WITH
Last edited on 7/9/2000
|Work Readiness: 09303; College Prep English: 09302; Honors English: 09301|
|Keeley Library Resources : Click on the Internet Links in the First Column on the Left|
characterization. Drawing on one of the widely used professional evaluation
forms for group discussion, evaluate how well students and others engage
in group discussion at a local discussion Analyze the reasons why some
speakers are more effective than others. (Related works: Canterbury Tales,
Medieval Social Order)
PERFORMANCE: Write a pilgrim's tale which reflects the social order of the Middle Ages. Discussion to follow.
||LA 2||CONTENT: Using
Marlborough's "Passionate Shepherd to his Love" and students, appreciate
pastoral poetry. Idealistic vs. realistic point of view. Analyze differences
in responses to focused group discussions. Take a position and defend it.
Debate issues with other groups. (Related topics: Raleigh's The Nymph's
Reply to the Shepherd; Brinsley Sheridan by Gainsborough)
PERFORMANCE: Write a response to a poem in prose or verse reflecting an idealistic or realistic point of view.
current events as background information, deliver formal oral presentations
using clear enunciation, gestures, tone, vocabulary, and organization appropriate
for a particular audience. (Related topics: video of A Man
for All Seasons
PERFORMANCE: Students will give an oral presentation
||LA 4||CONTENT: Identify
and use correctly in all content areas new words acquired through
study of their different relationships to other words. Define new words
from context and use new vocabulary in writing assignments. (Related topics:
American and European ballads)
PERFORMANCE: Using American and English ballads, students will identify dialect, rhyme scheme and changes in standard English in their writing assignments.
Dickens' "The Signal Man", students Identify, describe and
apply all conventions of standard English. (Related topics: "Classic Ghost
Stories" audio cassette,
PERFORMANCE: Students will correct all usage and mechanics errors from the first draft of their essay.
||LA 6||CONTENT: Using
Shaw's Pygmalion, Act I students identify examples of standard and
non standard dialects. Students make connections between dialects and positive
and negative stereotyping .(Related topics: "The Fiddle" by Sillitoe)
PERFORMANCE: Students write a persuasive essay convincing the class of the writer's opinion.
||LA 7||CONTENT: Using
Conrad's "Lagoon" as subject, students explain and evaluate the
influence of the English language on world language and world culture;
students explain the origin and development of English as a separate culture.
(Related topics: Mansfield's "The Singing Lesson")
PERFORMANCE: Students will render a dramatic reading of the Lagoon.
||LI 8||CONTENT: Using
Milton's epic poem, "Paradise Lost", students identify literary
allusions, and explain their meaning and purpose. Students understand and
identify the conventions and styles of epic poetry. (Related topic:
PERFORMANCE: Students research myths and legends from various cultures, and produce a report.
|LI 9||CONTENT: Using
Orwell's Animal Farm and other resources, students
identify the essential ideas in a literary work. Students explain the effectiveness
of personal assessment strategies as learning tools. (Related topics: Russian
PERFORMANCE: In an essay, compare and contrast ideas, recognize patterns, and draw conclusions.
||LI 10||CONTENT: Using
students identify and explain satire, parody, and allegory. Students
the uses of these characteristics of genres. Students evaluate the
uses of satire and parody and their intent. (Related topics: Beowulf translation
by Raffel in poetic form; Prose story of Beowulf legend; Grendel by Gardiner)
PERFORMANCE: Students write an essay analyzing the effectiveness of different characteristics of both genres.
||LI 11||CONTENT: Using
Shaw's "The Rocking Horse Winner", students
and quoted evidence from a text that supports their understanding of
a theme. Students identify universal themes across texts.
PERFORMANCE: Students will interpret ;the story as social criticism or as psychological study or fantasy. End product: Research the topic of Fate.
||LI 12||CONTENT: Using
Swift's Gulliver's Travels, students
demonstrate a knowledge of the meaning of point of view, characterization
and irony. Students analyze characters and their motivations, and explain
the use of irony in a literary work. Related topic :Mad Magazine, national
Lampoon, Doonsbury, Bloom County, Dave Barry's columns.)
PERFORMANCE: Write a letter to a friend describing his (Gulliver's??) entire experience in LIlliput for group review.
||LI 13||CONTENT: Using
Lover", students analyze and explain how the elements of non-fiction
relate to an author's purpose. (related topics: My Last Duchess; Newspaper
article and technical report..)
PERFORMANCE: Students understand how a subject can be treated differently, depending on author's purpose. Students deliver a dramatic monologue.
||LI 14||CONTENT: Using
Coleridge's poem, "Rime of the Ancient Mariner", students identify
and evaluate appropriateness of diction, imagery, and figurative language.
Students explain the effectiveness of of the use of understatement,
hyperbole, irony, and paradox. (Related topics: Video classics of Rime
of the Ancient Mariner; audiovisual Inc. Rime of Ancient Mariner)
PERFORMANCE: As part of a group activity, students point out various uses of alliteration, assonance, consonance, internal rhyme, irony and imagery. End product: group report
||LI 15||CONTENT: Using
Orwell's "Shooting and
Elephant", students identify how words create tone
and mood. Students explain how word choice impacts theme or purpose. (Related
topics Animal Farm, Dahl's "Hitchhiker", 1984)
PERFORMANCE: Students write an opinion paper about whether or not Orwell was justified in shooting the elephant.
( Political speeches)
the King James Bible, Book of Genesis, students
from myths and tradition in literature, film, religious writings,
political speeches, advertising, and/or propaganda. (Related
topic: Universal creation myths, NativeAmerican creation myths, Paradise
Lost by MIlton.)
PERFORMANCE: Students write a paper contrasting traditional archetypes and myths with modern myths, poems, songs, or sayings.
||LI 17||CONTENT: Using
Moore's Utopia, and Orwell's Animal Farm, students identify
and explain the moral and philosophical arguments presented in a work or
literature.( film, essay, poem, play, etc.) (Related topic: Lord
of the Flies)
PERFORMANCE: Students debate the function of man in an idealized society.
||L 18||CONTENT: Using
Shakespeare's Othello, students demonstrate an understanding of
the functions of playwright and write a short, original play that clearly
delineates the roles of each member of the production.
PERFORMANCE: Students will create Act VI of Othello, putting Iago on trial
||C 19||CONTENT: Using
Gawain and the Green Knight, students write coherent compositions
with a clear focus, adequate detail, and well developed paragraphs. Students
evaluate the effectiveness of the strategies they used to generate and
organize their ideas. (Related ideas: King Arthur)
PERFORMANCE: Students will use a cluster diagram to formulate ideas about the concept of Honor.
||C 20||CONTENT: Using
letters to the editor of the school newspaper, students will use effective
rhetorical strategies, and demonstrate an understanding of the elements
of discourse. Students will demonstrate knowledge of components of expressive,
persuasive, informational and literary writing assignments. (Related: Donne's
"No Man is an Island")
PERFORMANCE: In a letter to the editor, students choose a topic to present and attempt to persuade a variety of audiences.
See reflective essay, funeral oration, Eulogy
|C 21||CONTENT: Using
Johnson's "On My First Son", and "To the Memory of My Beloved Master, William
Shakespeare, students revise their writing to improve style, word choice,
sentence variety, and subtlety of meaning.
PERFORMANCE: Students write a commemorative statement for a deceased person, real or fictional.
||C 22||CONTENT: Using
poetry of Wordsworth, students use knowledge of standard English conventions
to edit their writing.
PERFORMANCE: Students use peer review to correct an essay using standard English.
||C 23||CONTENT: Using
English sonnets, students use self-generated questions, notes, summaries,
and outlines to enhance learning and to integrate learning across
academic disciplines. (Related topics: Phillip Sydney, Edmund Spenser,
PERFORMANCE: Students appreciate achievements of English Renaissance by researching the historical and scientific contributions of the period. Cross-curricular Research report
||C 24||CONTENT: Using
the history and literature of the Anglo-Saxon period, students generate
open-ended questions independently to pursue a topic of interest. Students
design research and evaluate quality of research paper.
PERFORMANCE: Working in groups, students produce a map of Great Britain in the Anglo Saxon period and research how islands, cities ;and borders were divided.
||C 25||CONTENT: Using
the history, culture, and scientific achievements of the Victorian Age
as background, students develop and use rubrics independently to assess
their own work. Students demonstrate how criteria could be applied
across the curriculum.
PERFORMANCE: Students construct a bulletin board display that includes cross-cultural aspects of Victorian culture.
||M 26||CONTENT: Using
the Internet, students generate independently a list of appropriate electronic
media for research, and evaluate the quality of the information obtained.
PERFORMANCE: Students will complete a questionnaire about Shakespeare's life and theater.
Using Macbeth, students will view a media presentation and debate the reasons
for its appeal.
PERFORMANCE: After reading Shakespeare's Macbeth, students will view two video versions of the play, and focus on director's interpretation and film technique. Students will produce a written analysis.
||M 28||CONTENT: Using
the poetry of W.B.. Yeats, T.S.. Eliot, and Shamus Heaney, students will
develop a media presentation that demonstrates the philosophy behind a
particular public issue.
PERFORMANCE: Students will create a tape recorded dramatic reading of their favorite poem, and peers will evaluate their work.