English IV

PA Core Standards- ELA
CC.1.3 Reading Literature

• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.3.12A Determine and analyze the relationship between two or more themes/central idea of text, including the development and interaction of the themes; provide an objective summary of the text 
• CC.1.3.12.C Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
• CC.1.3.12E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of texts relate to each other and the whole. 
• CC.1.3.12I Determine or clarify the meaning of unknown/multiple meaning words and phrases based on grade-level reading content, choosing flexibly from a range of strategies and tools. 
• CC.1.3.12J Acquire and use accurately general academic and domain-specific words/phrases, sufficient for reading, writing, speaking, and listening at the college/career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4 Writing

• CC.1.4.12 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
• CC.1.4.12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. 
• CC.1.4.12.E Write with an awareness of the stylistic aspects of composition:
• Use precise language, domain-specific vocabulary
• Use metaphors, simile and analogy to manage complexity of topic
• Establish/maintain a formal style and objective tone while attending to the norms of the writing discipline
• CC.1.4.12.F  Demonstrate a grade-appropriate command of the conventions of English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4.12.G Write arguments to support claims in an analysis of substantive topics. 
• CC.1.4.12.H Write with a sharp, distinct focus identifying topic, task, audience: introduce the precise, knowledgeable claim.
• CC1.4.12.I Distinguish the claim from alternate claim or counterpoint fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concern, values, and possible biases. 
• CC.1.4.12.J Create organization that logically sequences claims, counterclaims, reasons, and evidence. Use words, phrases, clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim/s, reaon/s and evidence, between claims/counterclaims. Provide a concluding statement/section that follows from and supports the argument presented. 
• CC.1.4.12.K Write with an awareness of stylistic aspects of composition:
• Use precise language, domain-specific vocabulary
• Use literary techniques such as metaphor simile and analogy to manage the complexity of the topic
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline which they are writing.

CC.1.5 Speaking and Listening

• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5.12.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
• CC.1.5.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
• CC.1.5.12.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
• OPTIONAL: CC.1.4.11-12.M Write narrative to develop real or imagined experiences or events.
• OPTIONAL: CC.1.4.11-12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experience, events, settings, and/or characters.
   

• The juxtaposition of the Greek gods and goddesses, as well as their domains and Roman counterparts.
• Modern storytelling takes its shape from the ancient world of the Greeks
  • Marvel, DC, and Disney- same stories with different heroes and heroines
• Heroes come in a variety of shades from pure to flawed, like people.
• The difference between myth and folktale in cultural context.

• While the shape of the hero may change, the stories from one culture to another share similarities.
• Concepts that we take for granted (i.e. Seasons) played an important role to early peoples.
• The ancient stories serve not only as entertainment but valuable lessons necessary to the survival of their respective cultures.

• Read works from a broad range of cultures and time periods, including non-Western perspectives, to appreciate the diversity of human experience and expression. 
• Compare/contrast oral v. modern tradition of storytelling.
• Interpret and respond to classic literature.
• Connect literary terminology and various cultural vocabulary to modern self.
• Write coherently to explain and interpret.
• Deconstruct to build reconstruction of ancient text to modernize and develop understanding of the theme.
• Name the Greek/Roman gods and goddesses and their domains.

• How can the oral tradition of storytelling about other places and times relate to me? 
• How does one explain the various theories of man’s origin? 
• What purpose do myths and folktales serve in early civilization? 
• How do early storytelling traditions relate to modern society?
• How does the implication of Censorship affect you? (Grimms Fairy Tales)

• How the World Was Made: What was the importance of divine beings in the lives of ancient peoples?
• Theseus: Is there ever a time when hubris serves a good purpose?
• The Hero and the Quest: What is the importance of heroes in folk culture?
• White Snake: What attributes are essential for a hero?
• Grimm Brothers (sidebar): Why do you think the old Grimm tales have been ‘sanitized’ for modern audiences?
• African Proverbs: What is the advantage of summing up wisdom n witty one-liners?
• The Great Hymn to the Aten: What purpose did the prayer-poems of the ancient Egyptians serve in daily life?
• Epic of Gilgamesh: When heroes go astray, can they still be considered heroes?

• Beowulf, KJ Bible (Psalms 3, 24, 26, 55, 57; Habakkuk 3:3, 9, 13)
• Various online sources:
  • Common proverbs
  • World  Literature Text-current 
    • How the World Was Made (11)
    • Theseus (29-32)
    • The Hero and the Quest (26-27)
    • Green Willow (41)
    • The White Snake (47)
    • Grimm Brothers/Fairy Tale intro (52) 
    • African Proverbs (85)
    • African Dilemma Tales (95)
    • The Great Hymn to the Aten (73)
    • Epic of Gilgamesh (139)
• F(r)iction Magazine quarterlies stories and poetry

• trickster
• epithet
• hubris
• origin myth
• folktale 
• myth
• quest
• protagonist
• voice (character)
• mythic hero
• folktale hero
• proverb
• aphorism
• bowdlerization
• narrative

• Oral Responses to questions in text
• Discussion posts in Schoology
• Short answer/paragraph response in Schoology 
• Poetry writing
• Modern Fairy Tale Re-Write project 
• Slang words - Google Slide/Recognition activity (Vocab intro)
• Personal Proverb Book: Students will write their own proverb for the ages  
• Monster Redesign (in groups)
   

PA Core Standards- ELA
CC.1.3 Reading Literature

• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.3.12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.
• CC.1.3.12I Determine or clarify the meaning of unknown/multiple meaning words and phrases based on grade-level reading content, choosing flexibly from a range of strategies and tools. 

CC.1.4 Writing

• CC.1.4.12 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
• CC.1.4.12G Write arguments to support claims in an analysis of substantive topics.
• CC.1.4.12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
• CC.1.4.12.E Write with an awareness of the stylistic aspects of composition.
• CC.1.4.12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4.11H Write with a sharp, distinct focus identifying topic, task, and audience: Introduce the precise, knowledgeable claim. 
• CC.1.4.12L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 

CC.1.5 Speaking and Listening

• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5.12.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• CC.1.5.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.

• Heroism is often presented in black-and-white terms, but real-world situations are morally complex. 
• Readers may become cynical or critical when they realize that heroes are flawed, or that their actions are not always universally admirable.
• Sometimes, devotion to heroes is directed toward individuals who may not embody positive values, or whose actions are controversial or harmful.
• The inflation of the term "hero" can devalue genuine acts of selflessness and courage, making it harder for students to distinguish between everyday responsibility and true heroism.

• Encourage critical thinking about the limitations, flaws, and ambiguities of heroes, both historical and contemporary.
• Question who is labeled a hero and why, and discuss the potential consequences of misplaced hero worship or oversimplification
• Contributing factors that cause heroes to evolve or devolve.
• Perspective is a key factor in the rise and fall of heroes.
• Heroes come in a variety of shades from light to dark to gray.

• Read the Greek classics and establish the warrior tradition embedded in the text.
• Determine how the quest and events that occur shape the hero.
• Compare/Contrast the rise of the hero v. their fall and the reasons for their fall.
• Elaborate on the consequences of hubris and hero worship.
• Analyze the author’s goal in the creation of the epic, with respect to the audience.
• Evaluate the heroes of old with modern equivalents. (i.e. Marvel, DC, television/film)
• Compare/contrast the rise and fall of ancient and modern empires.
• Debate the use of violence and trauma in the shaping of a hero.
• Determine what lessons the epics offered to ancient v. modern audiences.
  • Can the modern reader still learn from those old stories?
• Analyze and articulate key plot events that moved the epics and the characters.
   

• What are the consequences of hubris (excessive pride or self-confidence)? 
• How does hubris affect society- Greek/Roman time as compared to today? 
• How has the rise of the Greek/Roman Empires affected modern-day society (specifically literature)? 
• What is worth fighting for? 

• How does violence and trauma play a role in shaping a hero?
• When does a hero cease to be heroic?
• Is pride a bad thing? In heroes?
• What practices of the ancient Greeks and/or the Norse still prevail today?

•  
• Odyssey - Audiobook; Course Hero clips - YouTube Excerpts from the movie, Troy Greek/Roman literature list - YouTube videos
• Assessment:
• Personal narrative - “Habits” paper
• Quizzes, tests
• Vocabulary paragraphs
• Online discussion posts
• Cultural Festival:  Students are to select a
• personal culturally relevant piece to share and enlighten the student population.
• Resources: Beowulf World Literature Text
• The Iliad (pgs 229-278) AUDIO book
• translation (Fitzgerald) 
• Aeneid/Book 2 (383-406)
• F(r)iction Magazine quarterlies stories and poetry
•  

• point of view
• internal/external conflict
• central conflict
• foil
• imagery
• symbolism
• characterization
• simile
• metaphor
• allusion
• epic
• elegy
• epithet (stock)
• lyric poetry
• tragedy
• comedy
• rhapsodes
• invocation
• flashbacks
• foreshadowing
• foreshadowing
• personification
• monologue
• prologue

•  
• Personal narrative - “Habits” paper
• Quizzes, tests
• Vocabulary paragraphs
• Online discussion posts
• Cultural Festival:  Students are to select a
• personal culturally relevant piece to share and enlighten the student population.
• Socratic Seminar
• Guided notes/chart
• B/D/A activities
• Exit ticket
• Direct instruction-scaffolded note-taking
• Small/large group discussions
• Talking-to-the-text notes
• Graphic organizers
• Jigsaw activity
•  

PA Core Standards- ELA:

• CC.1.3 Reading Literature 
• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. 
• CC.1.3.12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs. 
• CC.1.3.12E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of texts relate to each other and the whole. 
• CC.1.3.12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.4 Writing 

• CC1.4.12 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 
• CC.1.4.12.B Write with a sharp distinct focus identifying topic, task, and audience.
• CC.1.4.12.X  Write routinely for shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences. (poetry, haikus). 
• CC. 1.4.12.E.01 Use precise language, domain-specific vocabulary, and technique such as metaphor, simile, and analogy to manage the complexity of the topic. 
• CC.1.4.12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5 Speaking and Listening 

• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. 
• CC.1.5.12.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

•  
• Tanka and haiku are two classic forms of Japanese poetry, each with distinct structures, themes, and histories. 
• Understanding their differences and unique features can deepen students' appreciation for poetry and creative expression.
• Traditionally, haiku focus on nature themes and the changing seasons.
• Haiku aims to capture a fleeting moment or observation, emphasizing simplicity and depth.
• Japanese anecdotes serve as windows into the culture, values, and everyday life of Japan and often highlight themes like respect for nature, the importance of harmony, and the subtlety of human relationships.
•  

• The isolation of Japanese and Chinese authors contributed to the stark differences in writing philosophies in comparison to the European forms.
• Nature played an essential role in the crafting of poetry and prose for these cultures.
• Adherence to the form of the tanka and the haiku were considered disciplines that were as important as the samurai fighting forms.

• Read the Japanese and Chinese texts.
• Compare and contrast other world cultures with the Japanese and Chinese text, and compare/contrast with our own.
• Write a re-creation of the wisdom of the anecdotes, as well as tanka and haiku to emulate the Zen style.
• Discuss and debate the lessons cradled with the contexts of natures and their meaning to the audience.
• Investigate a cultural ceremony and compare/contrast it to the tradition of another culture.
• Write a series of tanka, haiku, and anecdotes to be shared with the class.

• What contributes to good moral character?
• What is wealth?
• What influences one’s  choices? (religion, philosophy, or something else?)
• What place does “Bushido Code”  have in modern society?
• How has Asian culture been indoctrinated into the global society?
• What role does nature play in developing a culture's evolution?

•  
• How do Taoist view the world in comparison to other philosophies? (i.e. Buddhist, Hindu)
• What is the height of compression in story craft?
• Is it possible to condense epic-level wisdom into a brief few lines of poetry?
   
•  

• Tao of Pooh (Benjamin Hoff) 
• World Literature text:
• Chinese Literature
  • Book of Songs (pg 512-517)
  • Confucius and “Analects” (536-540)
  • Lao-tzu and “The Tao Te Ching” (541-545)
  • Taoist Writers and “Taoist Anecdotes” (546-550)
• Japanese Literature 
  • Tanka poetry (564-571) 
  • Haiku poetry (572-578)
• Buddhism
  • Zen Parables (590-595) 
• Sun Tzu, The Art of War (novel)
• F(r)iction Magazine quarterlies stories and poetry
   

• prose
• ballad
• repetition
• refrain
• alliteration
• mood
• imagery
• parallelism
• translation
• tone
• setting
• theme
• personification
• haiku
• tanka
• anecdote
• assonance
• wit
• paradox
• simile
• metaphor
• maxim
• Confucianism
• Taoism
• Buddhism
• ying and yang
• ancestorism 

• B/D/A questioning
• Haikus/Tankas - nature focus
• Talk-to-the-text notes
• Anecdotes - modern society, infused with examples of nature
• Guided notes: Ancient Wisdom (Modern Confucius says…)
• Exit tickets
• Graphic organizers
• Small/large group discussions
• Online discussion posts
   

PA Core Standards- ELA
CC.1.3 Reading Literature

• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.3.12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.
• CC.1.3.12D Evaluate how an author’s point of view or purpose shapes the content style of a text.
• CC.1.3.12E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of texts relate to each other and the whole.
• CC.1.3.12F Evaluate how words and phrases shape meaning and tone in texts.
• CC.1.3.12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3 Writing

• CC.1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content
• CC.1.4.12.M Write narratives to develop real or imagined experiences or events
• CC.1.4.12.N Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.
• CC.1.4.12.O Use narrative techniques, such as: dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters.
• CC.1.4.12.O Use precise words/phrases, telling details, and sensory language to convey a vivid picture of experiences, events, settings, and/or characters.
• CC.1.4.12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build towards a particular tone and outcome.
• CC.1.4.12.P Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
• CC.1.4.12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4.12.Q Write with an awareness of stylistic aspects of writing:
  • Use parallel structure
  • Use various types of phrases/clauses to convey specific meanings; add variety and interest
    • Use precise language, domain-specific vocabulary and techniques such as: metaphor, simile, and analogy to manage the complexity of the topic
• CC.1.4.12.R Demonstrate grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5 Speaking and Listening

• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5.12.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• CC.1.5.12.C Evaluate how the speaker's perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author's stance, premises, links among ideas, word choice,points of emphasis, and tone. 
• CC.1.5.12.E Adapt speech to a variety of contexts and tasks. 
• CC.1.5.12.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. 
• CC.1.5.12.G Demonstrate command of the conventions of standard English when speaking based on grade 12 level and content.

• Historical, religious, and cultural relevance of the Middle Ages/Medieval times.
• The implicit and explicit bias of a social-oppressed audience, namely Chaucer and his Retraction.
• The complicated nature of gender roles as handed down from the ancient Greeks and the impact on those roles down through history.
• Traits and characteristics of an epic poem: a hero, large-scale setting, high ideals, elevated language. 

• Religion played a key role in societal and political arenas and affected the lives of the populace.
• Writing was a form of resistance to societal and political norms, but some writers learned to regret their work for fear of consequences in the afterlife.
• Actions have consequences.
• The works of Chaucer were written in the vernacular of the common people, ushering in the era of Middle English.
• Alighieri’s concept of Hell became the most impactful vision of the Catholic Church.

• Read selections of The Canterbury Tales and Book I of The Divine Comedy: The Inferno.
• Compare and contrast the role of women and men in the various texts based on the gender roles in classical Greek texts.
• Analyze Alighieri’s statement: “as they sinned, so shall they be punished” and discuss.
• Evaluate Alighieri’s alignment of sinners for fairness.
• Prepare a legal defense for a soul trapped in Limbo and defend it against a Grand Jury.
• Compare/contrast the European version of Hell with other cultures.

•  
• What purpose do allegories serve in literature, in life?
• What is your most deadly sin?
• What can our morality teach us about our lives?
• How do we hold all people accountable?
• How are the seven deadly sins viewed from a religious v. A scientific point of view?
•  

• Inferno: Why were some sins considered more heinous than others from 14th century context v. Modern context?
• How did the Wife of Bath take back the integrity of womanhood in her tale?
• What opinion might 14th century readers get about the clergy from The Summoner’s Tale?
• How does 14th century fabliaux or ‘dirty story’ compare with modern versions?
• Why did Chaucer write his Retraction for the Canterbury Tales?

• World Literature Text book
  • Middle Ages (678-691)
  • Norse Mythology and Modern Fantasy writers (714-719) 
  • The Grail (720-729) 
  • The Divine Comedy (742-771) - 
  • The Inferno (John Ciardi trans.)
    • Cantos 1, 3, 5, 33, 34 or Deeper Dive-the whole book
  • Canterbury Tales (772-785) 
  • The Nun’s Tale
  • The Summoner’s Tale
  • The Pilgrim’s Tale
  • The Wife of Bath’s Tale
• F(r)iction Magazine quarterlies stories and poetry

• infer/inference
• speculate
• hyperbole
• allusion
• canto
• tercet
• terza rime
• style
• rhyme/rhythm
• symbolism
• allegory
• imagery
• mood
• tone
• theme
• paradox
• dynamic character
• static character
• paraphrase
• summarize
• dramatic irony
• situational irony
• verbal irony
• pun
• epigram
• double entendre
• farce
• satire
• Feudalism
• martyrdom
• epic poem

• Guided notes on:
  • Historic Middle Ages
  • Chaucer-Author Notes
• Reflective/Narrative (Habits Essay--Why do I?)
• Kahoot Playback by canto to reinforce reading
• Schoology Assessments (quizzes and novel test)
• Inferno Law Project
• Inferno Final Project
  • Video - TV show
  • Remapping Hell
     

PA Core Standards- ELA
CC.1.3 Reading Literature

• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.3.12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.
• CC.1.3.12.G 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.)
• CC.1.3.12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.
• CC.1.3.12J Acquire and use accurate general academic and domain-specific words/phrases, sufficient for reading, writing, speaking, and listening at the college/career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4 Writing

• CC.1.4.12 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content (Research Paper/Informative-Explanatory)
• CC.1.4.12.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
• CC.1.4.12.B Write with a sharp distinct focus identifying topic, task, and audience.
• CC.1.4.12.C Develop and analyze the topic thoroughly by selecting the most significant/relevant facts, extended definitions, concrete details, quotations or other information/examples appropriate to the audience’s knowledge of the topic; include graphics/multimedia when useful to aiding comprehension.
• CC.1.4.12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions/syntax to link the major sections of the text; provide a concluding statement/section that supports the information presented; include formatting when useful to aiding comprehension.
• CC.1.4.12.G Write arguments to support claims in an analysis of substantive topics.
• CC.1.4.12.V conduct short as well as more sustained research projects to answer a question or solve a problem (self-generated):
  • Narrow or broaden the inquiry when appropriate
  • Synthesize multiple sources on the subject
  • Demonstrate understanding of the subject under investigation
• CC.1.4.12.W Gather relevant information from multiple authoritative print/digital sources, using advanced searches effectively:
  • Assess the strengths and limitations of each source in terms of task, purpose, audience (primary source) 
  • Integrate information into the text selectively to maintain the flow of ideas 
  • Avoid plagiarism
  • Avoid overreliance on any one source 
  • Follow a standard format for citation (MLA)
• CC.1.4.12.X Write routinely over extended time frames (research, reflection, revision)
• CC.1.4.12.K Write with an awareness of stylistic aspects of composition:
  • Use precise language, domain-specific vocabulary  
  • Use literary techniques such as metaphor simile and analogy to manage the complexity of the topic 
  • Establish and maintain a formal style and objective tone while attending to the norms of the discipline which they are writing.
• CC.1.4.12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 

CC.1.5 Speaking and Listening 

• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. 
• CC.1.5.12.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

• The basic plot: Prince Hamlet seeks to avenge his father’s murder by his uncle Claudius, now king.
• The major events: The ghost’s appearance, Hamlet’s feigned madness, the play-within-a-play, Ophelia’s death, and the final duel.
• The tragic arc: Understand the rise and fall of Hamlet as a tragic hero.
• Revenge vs. Justice: The dangers and ethics of seeking vengeance.
• Madness: Real vs. feigned madness, and how madness is used to express inner truth.
• Mortality and the Meaning of Life: Especially in the “To be or not to be” soliloquy.
• Corruption and Decay: “Something is rotten in the state of Denmark” — political and moral decay.

• The importance of deception, disguise, and the masks people wear.
• Hamlet’s iconic soliloquy — revealing inner conflict and philosophical depth.
• The importance of symbolism, such as skulls (Yorick), the ghost, poison, the play-within-the-play.
• The power and genius of word play with puns, double meanings, dramatic irony.
• A basic knowledge of tragic structure to understand how Hamlet follows the structure of a Shakespearean tragedy.
• The role of Elizabethan beliefs about ghosts, revenge, and the afterlife.
• The play’s influence on Western literature and why it remains relevant.
• How Hamlet reflects concerns about leadership, succession, and legitimacy.

• Read the tragedy of Hamlet (or comparable Shakespearean work)
• Reflect on moral ambiguity in characters' choices.
• Discuss mental health issues and societal pressures, especially as seen in Hamlet and Ophelia.
• Make connections to modern-day dilemmas: power struggles, grief, personal responsibility.

• How do we know who we really are, and how much of that identity is shaped by others?
• What makes a good leader or ruler, and how does power change people?
• How does corruption affect individuals and societies?
• How do people cope with loss and grief, and how does it shape their decisions?
   

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• What motivates people to seek revenge, and what are the consequences of that pursuit?
• How can indecision be both a strength and a weakness?
• To what extent should loyalty to family override loyalty to truth or justice?
• What is the difference between madness and sanity, and who gets to decide?
   
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• World Literature Text:
  • Sonnets (806-812)   
  • Shakespeare (838-843)
  • Hamlet
• “Will’s Words” -- children’s books; outlines word
• usage
• OMG! Shakespeare books
• Hamilton - American drama/musical
• F(r)iction Magazine quarterlies stories and poetry
   

• parody
• meter
• resolution
• rhyme scheme
• structure
• quatrain
• couplet
• incongruity
• rhetoric

• B/D/A activities
• “What’s the Word Nerd?” - analytical essay
• Socratic Seminar
• Research Paper (Hamilton)
• Small/large group discussion
• Jigsaw activities
• Hamlet Re-write:
• Choose your own adventure 
• SnapChat/IG/Twitter Tales
• Guided Notes:
• Europe -- Renaissance to the
• Age of Enlightenment

PA Core Standards- ELA
CC1.3 Reading Literature 

• CC.1.3.12 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. 
• CC.1.3.12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. 
• CC.1.3.12E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of texts relate to each other and the whole. 
• CC.1.3.12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. 
• CC.1.3.12.J Acquire and use accurate general academic and domain-specific words/phrases, sufficient for reading, writing, speaking, and listening at the college/career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

CC.1.4 Writing 

• CC.1.4.12.S  Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction. 
• CC.1.4.12.T 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. 
• CC.1.4.12.U Use technology, including the internet to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information. 
• CC.1.4.12.F  Demonstrate a grade-appropriate command of the conventions of English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.5 Speaking and Listening 
• CC.1.5.12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. 
• CC.1.5.12.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. 
• CC.1.5.12.C Evaluate how the speaker's perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author's stance, premises, links among ideas, word choice, points of emphasis, and tone.

• Triumph happens despite intense suffering—whether it's the spiritual and physical torments of Hell in The Inferno, the grinding poverty and hardship of rural India in Nectar in a Sieve, or the devastation and trauma following the atomic bombing in Hiroshima. 
• Despite these hardships, characters often display remarkable endurance, adaptability, and hope for the future.
• Consideration of complex moral questions. The Inferno explores the nature of sin and justice; Hiroshima raises issues about the morality of war and the use of atomic weapons, without offering easy answers but prompting readers to reflect on the consequences of such actions. Nectar in a Sieve examines the ethical implications of social change, tradition, and survival.
• The impact of character voice as shaped by trauma, adversity, circumstance, social class, and triumph.
   

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• The impact and power of dreams and personal legends: Everyone has a personal “legend” or unique purpose in life, and pursuing it brings true fulfillment.
• The importance of listening to one’s heart, which encourages trusting intuition and inner guidance as a path to self-discovery.
• Overcoming fear means taking risks to supplant the fear of failure or the unknown, which often blocks people from chasing their dreams, and courage is essential for growth.
• The journey is as important as the destination because the lessons learned, experiences gained, and personal growth during the pursuit of a dream are just as valuable as achieving the goal.
• Interconnectedness of life is revealed when the universe conspires to help those who pursue their true desires, emphasizing faith and synchronicity.
• Persistence in the face of obstacles is crucial for success and self-realization.
• Stories of transformation and self-discovery illustrate that external journeys often mirror internal transformation.
• Simplicity and wisdom in nature along with the elements serve as guides and symbols, reminding readers of the harmony between humans and the world.
• What is the difference between material wealth vs. spiritual wealth? True treasure is often spiritual or personal growth rather than material riches.
• The novel’s setting and characters show the value of openness, a respect for other cultures and traditions, and learning from different perspectives.
•  

• Pay attention to the historical and cultural context and notice how rural life, traditions, and colonial/post-colonial challenges shape the characters’ experiences.
• Observe themes of resilience and survival and track how characters cope with poverty, loss, and change, and what that reveals about human strength.
• Reflect on social issues, while considering the impacts of poverty, industrialization, gender roles, and family dynamics.
• Analyze character development by following the protagonist’s growth while facing various hardships—how do they change over time?
• Think about symbolism and look for symbols and omens. What do they represent about life’s fleeting joys and struggles.
• Connect personal dreams with reality, while paying attention to how characters’ hopes and dreams are challenged by their circumstances, and what that says about hope and perseverance.
• Note the author’s tone and style: How does the author’s writing evoke empathy and realism? What emotions does it stir?
• Think critically by questioning characters’ decisions, social norms, and the impact of external forces on their lives.
• Make personal connections and relate the struggles and hopes in the story to one’s own experiences or current global issues.
• Engage in group discussions about key moments and themes to deepen understanding.

• What is the relationship between fiction and truth?
• What do good readers do when they don’t understand something in the text?
• How do effective writers hook and hold their readers?
• How does what I am reading influence how I should read it?
• How does fiction reading mirror life?
• How can characters’ conflicts help us deal with real world situations?

•  Nectar in A Sieve
  • How does poverty shape the characters’ choices, identities, and relationships throughout the novel?
  • In what ways does Rukmani show strength and resilience in the face of hardship, and what does this reveal about the role of women in her society?
  • How does industrialization impact traditional village life, and what message does the novel convey about progress and change?
• The Alchemist
  • What does The Alchemist suggest about the nature of personal destiny or "Personal Legend"?
  • How does Santiago’s journey reflect the idea of self-discovery and transformation?
  • In what ways do the people Santiago meets influence his understanding of life and his goals?
  • How does the novel portray the relationship between fear and courage in pursuing one’s dreams?
  • What role does faith or belief play in Santiago’s quest, and how is it connected to the universe?
  • How does The Alchemist explore the idea that the journey is as important as the destination?
  • What symbols in the novel (like the desert, the alchemist, or the treasure) hold deeper meanings?
  • How does the novel challenge or reinforce the idea of following one’s heart versus societal expectations?
  • What is the significance of the recurring theme of “listening to omens” in the novel?
  • How does the story address the concept of transformation — both literal and spiritual?
• Hiroshima
  • How does John Hersey use individual stories to convey the broader impact of the atomic bomb on Hiroshima’s population?
  • What ethical questions does the use of atomic weapons raise, and how are these reflected in the experiences of Hiroshima’s survivors?
  • How do the survivors’ perspectives challenge or support common narratives about war and heroism?
  • In what ways does Hiroshima explore the theme of human resilience in the face of unimaginable tragedy?
  • How does the structure of the novel—following multiple viewpoints—affect your understanding of the event?
  • What role does memory and testimony play in shaping historical understanding, as shown in Hiroshima?
  • How does Hiroshima invite readers to consider the consequences of technological advancements in warfare?
  • What can Hiroshima teach us about the responsibility of governments and individuals during wartime?
  • How do the physical and psychological effects of the bombing compare and contrast in the survivors’ stories?
  • How does Hersey’s journalistic style influence the emotional impact of the novel on the reader?

•  
• The Alchemist (Paulo Coelho)
• Nectar in Sieve (Kamala Markandaya)
• Hiroshima (John Hersey)
• F(r)iction Magazine supplements
•  

• protagonist 
• antagonist
• ficelle
• voice
• foil
• climax
• rising action
• exposition
• falling action
• resolution

• Guided questions per chapter
• 3-2-1 Reading Journals
• Class discussion on key plot events in the novels
• Book talks/tours
• Individual / group projects
• Small group discussions
• Character Interviewing
• Book reviews/critiques

PA Core Standards- ELA
CC.1.2 Reading Informational Texts

• CC.1.2 11-12 Students read, understand and respond to informational text–with an emphasis on comprehension, vocabulary acquisition and making connections among ideas and between texts with a focus on contextual evidence. 
• CC.1.2G Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
• CC.1.2J Acquire and use accurately general academic and domain-specific words/phrases, sufficient for reading, writing, speaking, and listening at the college/career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word/phrase important to comprehension or expression. 
• CC.1.2L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. 

CC.1.4 Writing

• CC.1.4 11-12 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 
• CC.1.4B Write with a sharp, distinct focus identifying topic, task, and audience.
• CC.1.4L Demonstrate a grade-appropriate command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4V Conduct short as well as more sustained research to answer and question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 
• CC.1.5 Speaking and Listening
• CC.1.5.11-12 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5E Adapt speech to a variety of contexts and tasks. 
• CC.1.5G Demonstrate commando the conventions of standard English when speaking based on grades 11-12 level and content.

•  
• The difference between talents, skills, goals, and interests.
• There are a variety of career clusters and various pathways (4) to finding success after high school.
• The do’s and don’ts of resumes.
• The importance of first impressions.
• The do’s and don’ts of interviewing.
• The importance of intentional and unintentional connections and networking.
•  

• While the pathway may be different for each student, the foundation and fundamental skills of obtaining success after high school is the same.
• The importance of making a good first impression is paramount to success in life.
• Resumes, interviewing, and filling out applications is an intricate process that students need to adjust and adapt to throughout life. 

• Write or update an existing resume.
• Write a cover letter.
• Write a thank-you message.
• Identify interests and strengths to match up with potential career pathways.
• Practice interviewing.

•  
• What are the essential four pathways after high school graduation?
• What are career clusters? 
• Why is a first impression so important? 
•  

• How do I identify the post-secondary pathway that is the best fit for me? 
• Which career cluster matches up best with my skills and interests mostly match up with?
• What soft skills are my strengths? Which are my weaknesses?
• How can I update and improve my resume based on career goals/interests?

• Junior Achievement-Inspire program for 11th/12th graders
• JA Inspire

• Military
• apprenticeship 
• communication         
• Work Force
• internship
• professionalism
• Trade School
• career
• innovative
• 2/4 year College
• part-time job
• soft skills

• Resume
• Cover letter
• First impressions paragraph 
• Practice interview
• Practice job application