English 12

On this page, you will find the supply list, course syllabus link, a course outline, and daily plans.  Click the link below for the syllabus.  Scroll to the bottom to get lesson plans for the current unit.  

ENGLISH 12 syllabus 2017-2018.docx


English 12 Supplies 

  • 3-ring binder (2") and paper

  • Jump drive

  • Black ink pen

  • Pencil

  • Sticky notes

  • Assigned novels ‚Äč(Frankenstein) 

English 12 Course Outline

Outline is tentative and subject to change. Additional literature/reading selections will be included.

 

Theme Focus: Self-Identity

                        Composition Lesson/Grammar Focus – Observation Game/Action Verbs,                                                            adjectives, phrases, appositives (Brushstroke writing)

                        One Way vs. Two Way Communication

                        Composition Activities - Personal Essay, Resume Writing, Mimic Tales,

                                                              Documented Paper

                        Activity - Literature-History-Culture connection

                        Fiction – Canterbury Tales

                        Project - Create website

                        Reading Skills - characterization, evidence/supporting details

COS Objectives 1-6, 8-13, 15-16, 18, 20-28, 31, 33, 35-40

 

Theme Focus: Individual vs. Society: Honor, Respect, and Character

                            Grammar –subject/verb agreement, pronoun usage, verb usage

                        Composition Activities – Argument, Persuasion, Fiction/Legend, Applications

                        Fiction - Morte d'Arthur excerpt, the Divine Comedy: Inferno excerpt,

                                                                    The Pilgrim's Progress excerpt

                                Poetry - “Sir Gawain and the Green Knight,” “To His Coy Mistress,” “To The Virgins, to

                                                            Make Much Time,” from Paradise Lost

                                The Bible as Literature

                               Non-fiction – primary sources (“Speech in Favor of Reform,” “Speech Against Reform,”

                                          “On the Passing of the Reform Bill,) muckraking articles, Shaw's letter on the cremation

                                                                   of his mother, “The Embalming of Mr. Jones”

                Activity - update website, muckraking presentation

                Projects – PSAs (Cybersecurity), Class Debate (governmental reform)   

                Reading Skills – compare/contrast, summarize, inference, allegory

                        COS Objectives: 1-13, 14-20, 22-24, 31-40

,

Theme Focus – Fortune, Fate, and Free Will

            Grammar – voice, commonly confused words, parallelism

                Composition – Literary analysis, comparing and contrasting essay, sonnet

                Fiction - MacBeth

                Non-fiction - “The Globe Theater,” Shakespeare research articles

                Poetry - sonnets

Reading Skills - Evaluation, drawing conclusions, multiple interpretations, tone

Activity – Shakespearean songs (based on types of Shakespearean plays)

Projects – Shakespeare Abridged, Rock Poetry

COS Objectives: 1-13, 15-16, 18, 21-40

 

Theme Focus – Fantasy v. Reality

Grammar – clarity, precision, and vivid description

Fiction - Frankenstein       

Non-fiction “On Making an Agreeable Marriage,” from A Vindication of the Rights of

Woman, “I Want a Wife”

Poetry – “To a Mouse,” “To a Louse,” “The Tyger,” “The Lamb,” selections by Coleridge,

Byron, Shelley, and Keats

Reading Skills - Author's purpose, figurative language, archetypes, point of view, sequence

of events

Composition – Personal poems, letters

Projects – Graphic novel, Socratic Seminar, debate (rights)

                                                                        COS Objectives: 1-6, 8-13, 16-18, 20-24, 28-31, 33-40

 

Theme Focus: Gloom and Glory

            Grammar Focus – redundancy, sentence structure

                Non-fiction - War Literature selections including Iraqi War blog, Churchill's wartime speech,

“Evacuation Scheme”

                Satirical Literature - “A Modest Proposal,” from Gulliver's Travels, “Shooting an Elephant”

                Fiction - “The Rocking-Horse Winner,” “Luck”

Composition Focus – modern modest proposal, satirical articles

Visual Argument – “The Battle of the Easy Chair”

                Poetry – “Do Not Go Gentle into That Good Night,” “To An Athlete Dying Young”

                Reading Skills – Satire, conflict

                Activity – Debate (isolationism v. intervention), update website

                Project – Satirical newscast

                                                                                                COS Objectives: 1-6, 8-16, 18-40

 

 Lesson Plans 

 

1/03 OPTIC - Caspar David Friedrich’s 1818 painting Wanderer above the Sea of Fog. (10 minutes)
1/04 After a brief discussion on OPTIC responses, students will work in pairs to complete the following: 
(20 minutes)
1. Draw a quick thumbnail sketch of the painting. 
2. What is the most dominant image? 
3. What is on the periphery?
4. Why does the painter choose to make certain images dominant and others marginal?
5. Does the painting evoke a certain mood or theme? How? Why? 
6. Give the painting a title.
Pairs of students will be paired into a group. Groups will discuss responses and get consensus answers. (5 minutes)
Brief whole class discussion on responses. (10 minutes)
Give class the title of the painting. 
- Compare Enlightenment and Romanticism periods. Give characteristics of Romantic hero. Review painting and connect to characteristics of Romantic hero. (10 minutes)
- Progressive Story Activity – Whole class will be given the following to write a sentence on and create a story; Alps, Antarctic, ship, laboratory, ice, university, monster, thunder, cottage, locket, wedding, murder, dogs, and Scotland. (10 minutes) 
- Students will be paired to complete the story as a Romantic story with a Romantic hero. (15 minutes)
- Share stories (5 minutes)
*Have copy of Frankenstein by next Tuesday

1/05 – Journal – Describe a time when you felt guilty and how you overcame that feeling. (5 minutes)
Class reading “The Rime of the Ancient Mariner” (20 minutes)
Class discussion – How does the poem fit the characteristics of Romantic literature? What is the theme of the poem?
Choose an activity from the following: (20 minutes) 
Imagine you are a reporter in the early 19th century and happen to be on the Pilot's boat when the Mariner is rescued. What five questions do you ask the Mariner?
- Not much description is given to any of the characters in the story. Provide a two paragraph description of the Mariner, the Hermit, or the Wedding-Guest.
- Draw two pictures of what you think the Mariner looks like, one before he leaves on his journey, and another immediately after.
- Draw a cartoon strip telling the story of the poem.
Enrichment if needed – view various art on poem and decide which is the most accurate and argue why. 
Connect to painting from yesterday's activity. Note the mood of the art. Explain that the mood and themes evoked by the painting are the same elements they will be seeing in Mary Shelley’s Frankenstein Make sure students note the following characteristics - nature as a healing force, use of the supernatural, emphasis on human individuality, belief in innate goodness, and the advocacy of free thought.
Bonus – bring allusions to the poem to class on Monday – must be different from another's to get bonus points.

1/08 – Window to the world activity - 
Students will visit areas of the room with the following items: a map of Europe, an ice cube, a raincoat, an audio soundtrack of howling wind and human screams, a Frankenstein mask, a Barbie doll, a lab coat, a chemistry beaker, a stack of books. 
View 1 – Make a list of each item and then determine two ways the items can be connected. (10 minutes)
View 2 - Students will label each item in a chart as either setting or character. (5 minutes)
View 3 – Give students the following terms. They will work with a partner to create a thematic statement on each term using the objects as guidance: knowledge, science, obsession, patriarchy, and nature. (10 minutes)
Whole class discussion on the elements of Gothic literature. (10 minutes)
View 4 – revisit items with list and determine how the items could be connected to Gothicism. (10 minutes)
Class reading of Elizabeth McCracken introduces Frankenstein if time. 

1/09 – Warm-up – Write a journal entry based upon an urban myth (alligators in the Coosa/sewer, man abducted for kidneys, aliens landing in Roswell, dwarf in house, etc.) (5 minutes)
Discuss how stories can develop. (5 minutes)
Class discussion on knowledge of Frankenstein
“What do you know about Frankenstein and his monster?” 
“How have you previously been exposed to the story of Frankenstein and his monster?” 
Class reading of Elizabeth McCracken Introduces Frankenstein if not done yesterday. 
(10 minutes)
Explain how Shelley, Byron, and P.B. Shelley challenged each other and Frankenstein was “born.”
Class reading of Shelley's introduction to Frankenstein. (15 minutes)
Brainstorm modern interpretations of Frankenstein. Complete anticipation guide.

1/10 – Brainstorm – monsters, horror (5 minutes)
1/11 Review yesterday's discussions (5 minutes)
Class reading of “The Curse of Frankenstein” and view clips. (15 minutes)
Class reading of “Letters” - 
Vocabulary Concept Maps – with partners, students will create vocabulary concept maps that will include the following: definition, an illustration, examples, characteristics, etc. 
After completions, students will engage in a carousel chart activity with concept maps in which they will walk from map to map and add observations and suggestions with post-it notes. 
Vocabulary choices: sledge, natural philosophy, elixir, chimera, chamois, predilection, anatomise, tertiary, alchemist, melancholy, and charnel-house 
Chapters 1-2 due on Friday. 
Give character list – draw a character sketch of assigned character and place on concept map they think most fits with the character.

1/12 – Warm-up – Literary term – foil – define and brainstorm foils in literature, film, television
Quiz and notes check
Discussion of Ch. 1-2
Connect novel to culture of Shelley's time - the patriarchal system and the educational theories of Locke and Rousseau specifically the following:
1. The male pursuance of goals against all odds 
2. The role of women as passive and dependent on men
3. The usurpation of female reproductive power by science 
4. John Locke’s “tabula rasa,” or “blank slate” theory of individual character
5. Rousseau’s philosophy that society is responsible for the development of individual character.

Discussion question: 
1. Why does Shelley have Victor characterize his parents with “a deep consciousness of what they owed towards the being to which they had given life?”
2. Why does Shelley call Victor’s mother “the guardian angel to the afflicted?”
3. Why does the author end the chapter with, “since till death she was to be mine only.”

Prediction Activity – Look at the character list. Predict which characters Victor may serve as a foil to and give a one sentence explanation as to why.

1/16 – Journal “I think therefore I am.” 
Class reading of Frankenstein chapter 3
Chapters 3-5 due Friday
On-going novel assignment – map to chart travels, character map assignment, plot diagram

1/17 – Journal – Science... (5 minutes)
1/18 THE LIMITS OF SCIENCE Lesson - Contemporary science is ripe with parallels to Victor Frankenstein’s controversial experiment. Today's lesson will help students to bridge this Romantic novel with today.

A. Paired Activity - students will view the two political cartoons on genetic engineering (referenced below.) (20 minutes)
One shows President Obama blowing the dust off a science book the day after releasing the moratorium on embryonic stem cell research. The second illustrates a couple “making a baby” by mixing chemicals in a test tube. 
For each cartoon, students will answer the following questions 
1. What is the dominant image in the cartoon? Why? 
2. What is significant about the secondary images and text in the cartoon? 
3. What is the cartoonist’s point of view about his subject matter? 
4. What is your opinion about the subject matter introduced by the cartoon? 
5. After considering both cartoons and your opinion, write a thesis statement that supports, opposes, or argues a point about genetic engineering.

http://www.cartoonistgroup.com/store/add.php?iid=30882

http://www.cartoonistgroup.com/store/add.php?iid=4841 

B. Students will be paired to investigate one of the following modern studies and present their findings to the class. (30 minutes)
1. Human Genome Project: an international effort to decode genetic information in human DNA 
2. Visible Human Project: study of an actual human cadaver sliced into razor thin sections for the purpose of scientific study 
3. Dolly the Sheep: the world’s first successful living clone

C. Class reading of Ch. 4

1/19 – Journal – Knowledge
Reading quiz, notes check 
Novel discussion 
Work on on-going novel assignments
Ch. 6-8 due 1/26

1/22 – Sticky note personal definitions – innocence/experience
Students will place their sticky notes on carousel charts. 
Students will then go through magazines and find images of innocence and experience. Students find two images of each and then write two to three sentences per image, making a connection between the visual and the concept.
Students will place their images and sentences on the chart.
Students will then travel clockwise, spending two to three minutes at each location, and reflect as to why they agree or disagree with other opinions on these concepts. As students view engage in the carousel chart activity, they will note at least two images of each that they most agree with and why.

Seminar discussion. Students will have 2 to 3 poker chips, depending on the allotted time for discussion; this the "anti-poker game" where students attempt to rid themselves of the chips rather than acquire them. Only when a student makes a meaningful comment will I collect his/her chip. As students move through discussion, they will decide on one definition of each concept that will remain on display for reference as we study William Blake's poetry.

1/23 – Picture impressions – first a lamb and then a tiger. 
Connect responses to yesterday's activities
Introduce William Blake's poetry
Read “The Lamb” and “The Tyger”
Discussion Questions:

  1. In the poems Blake claims that if God created both of these creatures, there must be something reflected about who God is in each creature. Do you think that art always reflects who an artist is? So does a story or article or poem always reflect who the author is? And does a building reflect who its architect is?

     

     

  2. The two poems discuss the idea that the same God who created the gentle, innocent lamb also created the vicious tiger. This shows the bigger idea that there is both good and evil in the world and asks: Were both created by God? More importantly, what does that say about God?
  3. Even within one creature, the tiger, there is both beauty and terrible violence. Can you think of examples of things that are both beautiful and also horrific in the world?
  4. The Lamb uses the confident, trusting tone of a child’s innocent faith while The Tyger has only unanswered questions which, interestingly, represent experience. So does experience leave us with more questions or fewer questions? Can you give an example?
  5. Finally, what elements of Romanticism do you see within the poems? The trademarks of Romanticism include:
  6. an interest in common people
  7. a focus on childhood and innocence, along with natural goodness
  8. strong emotions
  9. an awe and reverence for nature
  10. a celebration of individuals, especially those who are outcasts or who are misunderstood
  11. a recognition that imagination is important and legitimate

1/24 Journal - ?
1/25 Class reading of Ch. 7
Partner work – Beginning with the murder of Williams, students will create crime scene diagrams of all of the novel's murder scenes. Diagrams must make clear the who, what, and where of the crime with and “X marks the spot.” 
Ch. 8 due tomorrow 

1/26 Journal – Justice will prevail. 
Reading quiz, notes check
Ch. 8 discussion
On going novel work 

1/29 Journal – Guilt
Whole class reading of Ch. 9 
On-going novel work

1/30 OPTIC – painting of God creating Adam
Complete class reading of Ch. 9 and begin Ch. 10 (to page 68)

1/31 Brainstorm – self; then add ideas about “coming of age.”
2/01 Define bildungsroman and have students note “coming of age” stories they've read or movies they've seen. (David Copperfield, Great Expectations, Jane Eyre, The Adventures of Huckleberry Finn, To Kill a Mockingbird, the Harry Potter novels, or even the “Back to the Future” or “Star Wars” movies).
Discuss the following ideas: metaphorical journey from youth to maturity where the aim of this journey is reconciliation between the desire for self-fulfillment and the demands of adapting to a given social reality; the psychological characterization and questions of identity; creature and his moral development; how and why the creature travels from “newborn” to fully cognizant adult and to discuss how (or even whether) the students develop themselves.

Connect the creature's story with Mary Shelley's. 
Group Work - create monster; writing assignments (ghost story, personal response journal, name analysis)

2/02 – Journal – criminal profiling.
Prior knowledge connection – Show pic from 
Criminal Minds, the highly popular TV series that follows the adventures of an FBI profiling team from the FBI’s Behavioral Analysis Unit (BAU) from Quantico, Virginia. Explain that unlike other crime shows, which focus on the crime, Criminal Minds focuses on the criminal. Students will take on the role of a FBI profiler and analyze Frankenstein’s creature based on the crimes he has committed thus far in the novel. Profiles may include answers to the following questions.

1. What does this character look like? How does he/she carry himself? How does he/she dress?

2. How does this character speak? Does he/she have any identifiable speech patterns?

3. Where was this character born? How was he/she raised?

4. Describe the time period in which this character lives. How do the times affect this character’s thinking and actions?

5. What is this character’s main motivation? Why?

6. Describe any redeeming qualities this character may have.

7. Analyze the character’s personality flaws. From what do they stem? How do they affect the choices he/she makes?

8. Choose an object this character holds or would hold dear. Explain the connection.

9. Does this character have any secrets? If so, explain.

10. Who would be this character’s contemporary counterpart? Explain your choice.

Paris of students will create the monster from various pieces.

 

If time, extend the assignment by having students compare the profile of the creature to a notorious

criminal mind such as Jack the Ripper, John Dillinger, Bonnie and Clyde, or Son of Sam.

 

2/05 – Journal – Misery wants....

Whole class reading of Ch. 11
Individual work on on-going novel work

 

2/06 Journal – quote about nature

Whole class reading of Ch. 12
Take the last line of the chapter and connect to poetry.
“Thanatopsis” by William Cullen Bryan and “Lines Written a Few Miles above Tintern Abbey” by Wordsworth

Students will analyze the impact of nature on the poets and the themes.

1. How does the poet feel when he revisits the banks of the Wye?

2. What gifts does he receive from Nature?

3. What does the poet mean by the use of the word sublime?

4. How does Nature serve the poet?

2/07 – Argument – Agree, Disagree, Qualify – Man is inherently evil. Proof with HPLACES
2/08 Whole class reading Ch. 13
Revisit predictions on foil from 1/12.

Discuss the idea that Victor Frankenstein serves as a foil to almost every other character in the novel.
Students will be assigned a character to connect Victor as a foil to. Create Venn diagram to compare and contrast Victor with the creature or with any of the novel’s secondary characters.
Give the following example: similarity “obsessive desire towards goal.”
Parallel differences, such as “has nothing to lose” and “will lose

friends and family.”

Character foils assignments:

1. Victor Frankenstein and Robert Walton

2. Frankenstein and the Creature

3. Victor and Elizabeth Lavenza

4. Victor and Henry Clerval

Ch. 14 due tomorrow

 

2/09 – Define archetype.
Reading quiz, notes check, discussion.
Archetype Lesson – general discussion
Chromebook research – review websites to get an overview of Jungian psychology and archetypes. (http://www.csulb.edu/~csnider/jungian.outline.html)
Students must find two archetypes that apply toFrankenstein(hero, wanderer, orphan, mad scientist, monster) and answer the following:
1. What characteristics define this archetype?
2. What are his goals?
3. What are his fears?
4. What are his nemeses?
5. Name examples of this archetype in literature, film, and society.
6. Has society's attitude toward this archetype changed over time? If so, how and why? If not, why do think it hasn't?

 

2/12 - DOL
Whole class reading of Ch. 15
Work on on-going novel work

 

2/13 – Journal – Revenge...
Whole class reading of Ch. 16
Cause and effect chart
Ch. 17 due Friday


2/14 - Journal – The power of books/learning...
2/15 Jigsaw Activity – Purpose -
allow students an insight into what and how the Creature is learning.

 

- Summary handouts ofParadise Lost, Sorrows of Werther, Plutarch's Lives

Discuss how the Creature discovers the bag of books as he hides in the hovel behind the DeLacey's cottage. Tell students that they will step into the shoes of the Creature and will be reading the same three works that the Creature was exposed to.

Students will be divided into three groups and then these groups into subgroups: 1-Paradise Lost. 2-Sorrows of Werther. 3-Plutarch's Lives.

Procedure:

1. All the students will read their assigned section, students will be subdivided into the following: Summarizers (3 students will take notes on the main ideas of the reading, and will present these ideas to the class), Questioners (3 students will create under-the-surface questions (why how could should would...answers are inferences rather than textual) to be used in a brief discussion during the presentation), Illustrators (3 students will represent their section visually on a poster board, including an original title, 3 significant quotations from the reading, and a brief explanation as to why these are significant).

3. Students will be given summaries as I tell them that since these works are very dense and time consuming, they will read these summaries to get the gist of the literature the Creature was introduced to.

4. Once students are done with their tasks, each group presents their section to the class. Students will take notes on each presentation (other then their own, of course).

 

2/16 – Warm-up – Compare Victor to Satan fromParadise Lost
Notes check, reading quiz, Ch. 17 discussion
Work on on-going novel work

 

2/20 – Journal
Read Ch. 18
Ch. 19-20 due Friday

2/21 - Jouranl – Appearances...
2/22 “Don't Judge a Book by Its Cover” Lesson (adapted fromhttp://teachersinstitute.yale.edu/nationalcurriculum/units/2012/2/12.02.09.x.html)
Objectives:

- "Don't Judge a Book By Its Cover" PowerPoint

Procedures:

- Students will make a t-chart on their paper and labeling it as follows:
- I will show students various images. First, I will instruct students that for each image I show them, they will write 4-5 bullet points/notes on the left hand side. I will stress to students that I want their honest responses to the pictures I am about to show them. If it helps certain students, I will have them think about how society would view these individuals. Again, I don't want my students to write what they think I want to see, but rather their honest reactions and predictions about these individuals. This is a completely silent activity so students are not influenced by other students' reactions. I will let students know that their responses are private, but they should be prepared to share at least one idea or insight into the activity.

For each picture, I will give students 2-3 minutes to write.

"In 4-5 sentences, describe a time when you or someone you know was misjudged based on your appearance. What were the circumstances? How old were you? How did you feel? What was your reaction at the time?"

 

If time, independent class reading.

2/23 – Argument – Agree, disagree, qualify - “ ..for I am fearless, and therefore, powerful.” Evidence with HPLACES
Reading quiz, notes check, discussion Ch. 18-20
Work on on-going novel work.

2/26 – Read Ch. 21 (8 pages)

2/27 – Read Ch. 22 (8 pages)

2/28 – Read Ch. 23 (6 pages)
3/01

3/02 Read pages 149-155

 

3/05 – Read pages 155b-160 (to Sept 7)

3/06 – Complete book 160-166)

3/07 – Gallery Walk
3/08 Create movie poster
Complete novel work

3/09 - “Weighty decisions” or rights of women or closing argument speeches
3/15 - Justice, Rights, Equality project
3/25 - Tragic Hero Assessment
4/05 - Graphic Novel 
4/11 - Nature vs. Nurture Debate

 



 

 

 

 

 

 

 

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