To Kill a Mockingbird - Web viewDetermine central ideas or themes of a text and ... as the features of Old English challenge even advanced ... but as an essential commentary

Curriculum Rationale: Grade 11

To Kill a Mockingbird by Harper Lee (1960)With Film Adaptation

The English Department has carefully evaluated To Kill a Mockingbird as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYLee’s novel is narrated by Scout Finch and follows her family as they struggle against the entrenched racism of 1930s Alabama. Scout’s father Atticus is a local public defender, called to confront bigotry and discrimination directly as the attorney for a black man named Tom Robinson. Tom has been falsely accused of rape, and because the narration is provided from the perspective of a child, the crime in question is bewildering on many levels.

II. RATIONALE AND LEARNING OBJECTIVESTo Kill a Mockingbird is vital to any study of literature. The novel, its characters, and Lee herself are frequently alluded to in popular culture and academia. But the value of the novel is not limited to its existence as a touchstone; the framework provided by Lee’s work is ideal for the study of literary elements and story archetypes. Theme, motif, and allusion are particularly evident and easily accessible for students.

The motif of childhood that infuses the first portion of the narrative makes the novel particularly appealing to high school students. Readers naturally sympathize with Scout’s escapades and the accessibility of Lee’s prose makes the complexities of the novel manageable for students.

III.COMMON CORE STANDARDS Reading Standards for Literature

Key Ideas and Details Grades 11 - 121. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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 central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure Grades 11 – 124. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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. (Include Shakespeare as well as other authors.)

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

6. Assess how point of view or purpose shapes the content and style of a text.

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


Integration of Knowledge and Ideas Grades 11 - 127. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

7. 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.)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

Grades 11 - 12

10. Read and comprehend complex literary and informational texts independently and proficiently.

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in To Kill a Mockingbird: profanity or vulgar language, reference to rape, and violence. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Bigotry can be a sensitive issue and the undercurrent of violence that pervades the novel can exacerbate this concern. While the racism and injustice that feature in the narrative may seemingly have receded out of the public consciousness, certainly these issues remain relevant for students. Harper Lee has remained steadfastly silent on the book and its influence, but she once noted, “The book to read is not the one which thinks for you, but the one which makes you think.” To the extent the students will have an opportunity to think about crucial issues and conduct difficult literary analysis, this is the book to read.


Beowulf translation by Seamus Heaney (700 AD)The English Department has carefully evaluated Beowulf as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYBeowulf, an Anglo-Saxon epic poem, focuses on the eponymous hero as he attempts to destroy the monster terrorizing the Danish town of Heorot. Beowulf is able to defeat the terrible monster, Grendel, but as a consequence he provokes another monster into seeking revenge. The tale recounts the crucial battle to defeat this second monster, and the reward Beowulf earns for ending the terror haunting the kingdom.

II. RATIONALE AND LEARNING OBJECTIVESThe student will be challenged to evaluate the form and meaning of the poem, delving into the psychological impacts of battle as they accompany Beowulf through his epic battles. Identifying a heroic character is the focus of study as the student will gain an understanding of the hero in fiction and the role heroes play in ancient societies, as well as today.

Students will be asked to identify the key features of the Overcoming the Monster plot in the narrative and analyze the divergences for insight into the thematic qualities. The narrative is demanding, even in translation, as the features of Old English challenge even advanced readers with their symbolic and metaphoric complexities.














Integration of Knowledge and Ideas Grades 11 - 12


7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*





Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in Beowulf: graphic, violent depictions of battle. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

While some features of Beowulf are unique to this ancient work, sadly the violence contained within the work is not outside the experience of the modern audience. Seamus Heaney, the translator, says of the work, “Its narrative elements may belong to a previous age but as a work of art it lives in its own continuous present.” Students may be disturbed by the violence, but as an essential commentary on its time, as well as our own, this is a valuable experience.


Jane Eyre by Charlotte Bronte (1847)With Film Adaptation

The English Department has carefully evaluated Jane Eyre as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYBronte’s novel follows the difficult, but ultimately triumphant, life of Jane Eyre. An orphaned governess, Eyre struggles against the social mores of Victorian England, the limitations of her family connections, and the complicated nature of her affection for her employer Rochester. The novel follows Jane throughout her life: from her childhood deprivations at the hands of her family to her own life as a mother. While Eyre’s life is filled with tragedy and impediments, she ultimately prevails and manages a rather unconventional “happily ever after.”

II. RATIONALE AND LEARNING OBJECTIVESCovering the spectrum of a nineteenth century life for women, Brӧnte’s novel is a unique combination of the semi-autobiographical, Victorian, Gothic, and Bildungsroman. As such, the novel presents an opportunity for students to experience a wide range of literary forms within its bounds. The themes of the novel are timeless, and its form is archetypal.

Questions of loyalty, forgiveness, and faith dominate this realistic novel as Jane struggles to navigate the sometimes rigid moral standards of Victorian England. Jane rejects many of the requirements and expectations of women during this period; consequently, the novel is considered by many to be a proto-feminist text. Students naturally respond to Jane’s independence and personal fortitude in the face of oppression. Jane fits the mold of transgressive female narrators students have already encountered, having read To Kill a Mockingbird, and is predictive of the types of narrators students will encounter in the remainder of the course curriculum.

Brӧnte’s novel perfectly adheres to the Rags to Riches story archetype, which is essential for student understanding of the remaining five archetypes and serves as an extension of the previous discussion. The Gothic qualities of the novel help prepare students for the darker themes that emerge in later course material, while the portion of the novel that is best categorized as Bildungsroman is a continuation of the previous readings.








Craft and Structure Grades 11 – 12


4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.











Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in Jane Eyre: child abuse, violence, sexuality, and references to adulterous affairs. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Sexuality in the Victorian world is carefully governed, and discussion of this topic may be of concern to some readers and parents. This aspect of the novel is essential to understanding Jane, who grapples with morality and loyalty before deciding sexuality should be contained by matrimony. By raising the fundamental importance of personal relationships to morality, the book helps students to explore their own emerging sense of virtue as it relates to this topic.

Students can, and should, be forewarned about the potentially upsetting discussion of sexuality contained in the novel. Considering the sexual extremes depicted daily on television, students need a vehicle to discuss the importance of individual morality in this area of their lives. As Jane says, ““I am no bird; and no net ensnares me: I am a free human being with an independent will.” Brӧnte’s novel provides students an opportunity to seek for themselves the freedom promised by independent will.


The Aeneid by Virgil (19 BC)The English Department has carefully evaluated The Aeneid as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYThe Aeneid is an epic poem that relates the adventures of a group fleeing Troy in search of Rome. The reader will focus on the tale of the Trojan horse, the interaction with Queen Dido, and Aeneas’ travels to the Underworld. The student will evaluate Virgil’s unique structure, identifying the aspects of memoir. The student will also discuss the question of fate and its role in the lives of men and nations. Familiarity with The Aeneid prepares the student for future studies, as the poem is referenced frequently throughout literature.

II. RATIONALE AND LEARNING OBJECTIVESThe primary focus of study will be the first half of the narrative, which is considered the quest portion. Following the destruction of Troy, a disparate group of survivors depart Greece in search of Rome. The tale of the Trojan horse, the interaction with Queen Dido, and Aeneas’ travails in the Underworld dominate the story and represent some of the most referenced elements of the work. Throughout the work, myth and Mediterranean history are woven with the fictional elements creating a unique backstory for the Roman empire—part propaganda, part historical and mythical truth.

Virgil narrates the majority of the work, while Aeneas himself becomes the voice of the work as he shares his exploits with Dido. This change in narration provides a review of literary terminology and is a unique structure that emphasizes the aspects of memoir apparent in the work. Allusion infuses the work and themes of duty and honor to family and country provide numerous access points for this historical work. Many consider the work allegorical and some consider The Aeneid a propaganda piece in support of the Augustan reign; both associations warrant study in the language arts classroom.

The intellectual rigor and the emotional empowerment derived from successful reading of the canon cannot be understated. Reading difficult classical texts provides students with confidence for further studies in the humanities. On many levels the universal themes presented in the poem are accessible and timely for secondary language arts students. Finally, the action, adventure, and question of its historicity make this an exciting read for most students.

The question of fate and its role in the lives of men and nations lies at the heart of the poem. The will of the gods, especially Jupiter, suffuses the journey Aeneas undertakes and students’ interaction with this literary conceit will serve them in further studies of the literary canon. Study of this epic poem draws upon prior reading done in sophomore English of The Odyssey. The epic narrative is a quintessential part of the literary canon, and Virgil’s work provides a vehicle to study the unique narrative possibilities of this form. The poem itself is frequently referenced in other literature, and study prior to enrollment in college Humanities courses provides valuable foundational knowledge to that end.

Students are studying the mythmaking of American history in their social studies curriculum. The Aeneid serves an archetype of this model. The sometimes apocryphal nature of historical narrative is exemplified by the text and because juniors are asked to be critical readers and analysts of source material this is can serve as an essential text.




















Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in The Aeneid: suicide and violence. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

After Dido is betrayed by Aeneas she ends her life, which is a troubling aspect of the story for both parents and students. It cannot be overstated that her suicide is a concerning feature of the narrative, but the opportunity to discuss this troubling decision in light of the discussion of free will and autonomy make this portion of the tale essential to our reading. Students have previously encountered strong female archetypes that defy social expectations; here they encounter another kind of female representation. In this model, the woman is destroyed by


the relationship and ends her life with its conclusion. Sadly this model appears frequently in literature, and students must have experience of this archetype as they evaluate and develop their own set of ethics.

Students can, and should, be forewarned about the potentially upsetting nature of Dido’s end. To consider the extreme decision to end a life, especially one’s own life, students need a discussion venue that is properly moderated. As Virgil writes, “Maybe one day we shall be glad to remember even these things.” A careful reading of The Aeneid provides students with a vicarious memory which they may draw upon throughout their lives.


The Wonderful Wizard of Oz by L. Frank Baum (1900)With Film Adaptation

The English Department has carefully evaluated The Wonderful Wizard of Oz as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYBaum’s novel follows Dorothy and her dog Toto after they are caught in a tornado and transported to Oz. Dorothy and a variety of fellow travelers spend the rest of the novel attempting to secure her return home to Kansas. Along the way they encounter a myriad of obstacles and villains, most famously the Wicked Witch of the West. While Baum’s novel is on its surface a children’s story, many find sub-currents of political and social value worth exploring.

II. RATIONALE AND LEARNING OBJECTIVESThe story fits nicely into the Voyage and Return story archetype. Dorothy experiences a life and world outside the norm and struggles to return to reality and normalcy. The novel is accessible on its face for all reading levels, but the nuances of the various political interpretations make this a literary exploration for even experienced readers. The themes of the novel are timeless; self-confidence, friendship, bravery, and even self-actualization make this a novel worth additional explication.

Students are swept away into the narrative quickly, and while the book is a quick read for most, it offers a unique chance to expand their understanding of challenging political ideas. Questions of friendship and self-confidence are a natural match for high school students, whose emerging identities frequently grapple with issues related to these themes.

Baum never indicated that the novel was truly an allegory. Students will be asked to draw their own conclusions as the veracity of the allegory. Juniors are increasingly called upon to become analysts and to synthesize their learning. As a summative activity, the study of this novel demands students draw upon knowledge from various subjects and use evidence to defend a stance.

Baum’s novel aligns with the Rags to Riches story archetype, which is a continuation and expansion of the archetype curriculum established for the course. The allegorical possibilities of the novel are manifold. Connections to Populism, Industrialization, and the Gold Standard make our study of the novel transferable across subject areas and expand upon existing cultural capital.




















Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in The Wonderful Wizard of Oz: violence. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Magical elements may be of concern to some readers and parents. This aspect of the novel is essential to the study of the allegorical in the narrative. While the practice of witchcraft and magical elements in the text cannot be ignored, the emphasis of good triumphing over evil and a traditional morality dominate the text. Themes of empowerment in the face of obstacles, when coupled with the triumph of good over evil, are suggestive of many theological and ethical systems. As students begin to navigate the world on their own, it is essential that they begin to craft their own understanding of ethics and morality.

There are many alternative texts available for the Voyage and Return story archetype. Most, like Baum’s novel, are easily accessible to students. While many of these tales also contain fantastical elements, it is possible to encounter this archetype without the paranormal or supernatural. Yet as Baum writes, “Experience is the only thing that brings knowledge, and the longer you are on earth the more experience you are sure to get.” Careful reading allows student to encounter the novel, and all of its allegorical and fantastical elements, and come to their own conclusions as they gain valuable knowledge and experience of worlds that may run counter to their own.


Macbeth by William Shakespeare (1623)With Film Adaptation

The English Department has carefully evaluated Macbeth as a whole and deemed it worthy for the 11th grade English curriculum

I. PLOT SUMMARYShakespeare’s Macbeth is one of the darkest tragedies in the literary canon. Following success on the battlefield, a trio of witches prophesize Macbeth’s rise to the throne of Scotland. Conspiring with his wife, Macbeth commits regicide and assumes the throne. Macbeth’s choice results in bloodshed and disaster for the people of Denmark at large and for Macbeth personally. At its core, the play questions the roles of free will and fate in the lives of men. But the narrative also provides an exploration of morality and ethics as Macbeth actively chooses to murder and scheme, knowing full well there may be dark consequences for his actions.

II. RATIONALE AND LEARNING OBJECTIVESMacbeth echoes many of Shakespeare’s tragedies in its focus on fate and free will. Ambition and guilt lie at the core of this work. There are powerful ramifications as a result of Macbeth’s desire for the throne, and he surrenders his morality as he chases the prophecy of the witches. As student encounter Macbeth’s story they must grapple with these difficult choices and options as well.

The tragedy archetype is easily located within the work, but the challenge truly lies in the literary analysis of a work this complex. This unit of study precedes the examination of a Shakespearean comedy and as such is an essential part of the continuity of the course.




















Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in Macbeth: violence and sexual innuendos. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Students can, and should, be forewarned about the potentially upsetting nature of the play’s end. Some actions leave indelible marks on the people involved and as students grapple with decision-making this viewpoint has lasting consequence. Lady Macbeth’s decision to end her own life, as well as the violent end that awaits Macbeth, may be problematic conversations for some students. It is important that students grapple with real life head on, with all of its complexities. Shakespeare himself urges us to, “Give sorrow words; the grief that does not speak knits up the o-er wrought heart and bids it break.”


A Midsummer Night’s Dream by William Shakespeare (1590)With Film Adaptation

The English Department has carefully evaluated A Midsummer Night’s Dream as a whole and deemed it worthy for the 11th grade English curriculum.

I. PLOT SUMMARYAt its core William Shakespeare’s comedy, A Midsummer Night’s Dream, is a play about love and deception. Complex aspects of mythology, folk tradition, and theatre weave together as the audience follows three intertwined love stories. Before the complications can be resolved the plot becomes embroiled in the complexities of fairy politics, and Shakespeare’s text challenges the student to navigate the many plot lines presented and to critically evaluate the themes of love, friendship, feminism and illusion.

II. RATIONALE AND LEARNING OBJECTIVESA Midsummer Night’s Dream mirrors the comedy archetype, but it is also a truly original creation. Many of the themes explored in previous units of study are revisited, including free will and the nature of love. As such, the play is a continuation of important curricular pieces related to story archetypes.

Shakespeare’s play is the embodiment of the comedy story archetype, which is an extension of the previous discussions. The work provides an essential counterpoint to the tragedy archetype which immediately precedes this unit.




















Grades 11 - 12



IV. ADDRESSSING SENSITIVE SUBJECTSPossible sensitive topics contained in A Midsummer Night’s Dream: sexual innuendos. The student is encouraged to feel comfortable expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Discussions of sexuality and love naturally occur in this play about impending marriage. Students and parents may have concerns about this conversation. One important thematic element from the play is thinking carefully about these topics. As Shakespeare noted, ““Love looks not with the eyes, but with the mind.” As students grapple with the difficult language and complex themes on these topics hopefully intellectual consideration will ensue.

Documents

To Kill a Mockingbird - Web viewDetermine central ideas or themes of a text and ... as the features of Old English challenge even advanced ... but as an essential commentary