Scope and Sequence Project

By: Matt Cleland

For Dr. Cokes English Language for Teachers Class

Course Overview
Course Description: An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a works structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. (Source: CollegeBoard AP English Course Description for AP English Literature and Composition, p. 49, http://apcentral.collegeboard.com/apc/public/repository/ap-english-coursedescription.pdf) Teaching Context: Liberty High School (District 20); Colorado Springs, CO. Liberty High School is located in Colorado Springs, Colorado. Seated at the base of the Rocky Mountains, Colorado Springs is the second most populous city in Colorado and 41st most populous city in the nation. C. Springs is home to several military installations (the US Air Force Academy, Fort Carson, Peterson AFB, Schriever AFB, and NORAD), the US Olympic Training Center, and thriving tourist, high tech, and defense industries. Pikes Peak, Garden of the Gods, and the Broadmoor Hotel are very popular tourist attractions for people all over the nation. And while the Springs has houses of worship for nearly every major faith, the concentration of Evangelical Christian churches and organizations is the highest in the nation, after Corpus Christi, Texas. There are 8 school districts in Colorado Springs, in addition to the Colorado School for the Deaf and Blind. Liberty High is located in District 20, on the north side of town, which also includes 5 other high schools (and an online high school), 6 middle schools, and 18 elementary schools. There are also a smattering of charter and private schools in the district and throughout the city. There are also many tertiary schools (including the US Air Force Academy, University of Colorado at Colorado Springs, Pikes Peak Community College, and some other colleges and trade schools). (Source: http://en.wikipedia.org/wiki/Colorado_Springs,_Colorado) The LHS mission statement is: The mission of Liberty High School, a unique student-centered community, is to educate each student and support staff to meet the challenges of a dynamic world. Through high academic expectations, co-curricular participation, and nurturing environment, students develop an enduring commitment to their own education and to citizenship.

(Source: http://en.wikipedia.org/wiki/Liberty_High_School_(Colorado_Springs)) I attended Liberty High School, and graduated in May of 2010. This course is adapted from my own AP Literature and Composition course with Mrs. Sona Loomis, as well as the College Board Course Description. Grade Level: This course is designed for students with an advanced aptitude and interest for English Language or Literature studies; presumably a class populated with Juniors and Seniors. This class has the option of earning college credit and will be treated as a college-level course.

Literature Calendar: Based on two 16-week semesters with alternating block schedules of 90 minute periods.

Semester One Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Literature Common Sense* Common Sense* Les Mis* Les Mis* Frankenstein Frankenstein Frankenstein Paradise Lost Paradise Lost Paradise Lost Paradise Lost Paradise Lost Othello Othello Othello Othello

Semester Two Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Literature Huck Finn* Huck Finn* Huck Finn* The Good Earth The Good Earth The Good Earth The Good Earth Brave New World Brave New World Brave New World Brave New World Brave New World Things Fall Apart Things Fall Apart Things Fall Apart Things Fall Apart

*Books to assigned for reading over Summer/Winter Break

Poetry Calendar: Based on two 16-week semesters with alternating block schedules of 90 minute periods.

Semester Topic and Poems One Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Meter Rhyme Rhythm Metaphor Motif Allusion Metonymy Alliteration Enjambment Caesura Personification Pun Onomatopoeia Hyperbole Paradox

Semester Two

Topic and Poems

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15

Irony Tone Archetype Symbol Conceit Couplet Sonnet Limerick Elegy Villanelle Ode Epic Haiku Blank Verse Free Verse

Language Calendar: Based on two 16-week semesters with alternating block schedules of 90 minute periods.

Semester One Week 1 Week 2

Language Concept Pre-Assessment Review and Thesis Writing Thesis Writing Audience Audience Rhetorical Triangle Rhetorical Triangle Flow and Diction Flow and Diction Flow and Diction Flow and Diction English: Origins English: Origins English: Origins English: Origins English: Origins

Semester Two Week 1 Week 2

Language Concept Idioms and Dialects Idioms and Dialects

Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Idioms and Dialects Cultural English Cultural English Cultural English Standardization Standardization Power of Language Power of Language Power of Language Power of Language Deconstruction Deconstruction Deconstruction Deconstruction

Unit Description: This unit centers around Mark Twains Adventures of Huckleberry Finn and idiomatic, non-standard English use in literature and society. This will be the first unit of the second semester, in January, directly following the break. Supplementary texts, like Dr. Kings sermon On Being a Good Neighbor and Mary E. Wilkins Freeman's Revolt of Mother and some short excerpts from Mary Austin and Kate Chopin, will be used to give a broader base for exploring variances in American Standard English. Students should have read Huck Finn over the break, so most of the reading homework will be these supplementary readings. We will also use clips from movies like; Huckleberry Finn, Oh, Brother Where Art Thou?, Gangs of New York, The Secret Lives of Bees, and TV shows like; The Fresh Prince of Bel Air and Glee. Students will be exploring how the English language is appropriated and remade in specific regions and sub-cultures in America (and, by extension, throughout the world). They will explore the impact non-standard English on the speaker and listener under various contexts, as well as the social conventions of spoken and written English. Main Language Concepts: Idioms Regionalisms and Dialects Pidgins and Creoles Unit Calendar: Week One Day One Two Three Two One Two Three One Two Three Concepts Intro Huck Finn; Historical Background HW: Read essay Intro Idioms and Dialects. Poetry Project (Irony). excerpts Discussion; Intro Regionalism. HW: Letter AAVE controversies. Intro Creole. Poetry Project (Tone). HW: Chopin and Austin Creoles continued; group work. HW: Huck Finn passages Language and theme in Huck Finn. Poetry Project (Archetypes) Characterization in the book. Master Idioms, etc. HW: Start reading Good Earth; Interview a character from Huck Finn (partner project). HW: Read

Suggested Pedagogy
WEEK ONE Day 1: This is the first class period of the new semester and our introduction to the Adventures of Huckleberry Finn. I will lecture on Mark Twain and the historical context (Recursive Learning; Relationship to Literature) of the novel [Figure 1] (Visual; ELL). Then students will discuss general reactions to the novel, particularly focused on challenging passages or themes (Scaffolding). Students homework is to read and evaluate their peers paper on irony. Day 2: Today two students will give their presentation on irony in poetry and facilitate a short discussion about the paper they wrote on that subject (Writing Application). We will begin our unit on idioms and the like today; I will lecture on idioms and regionalisms, defining each (Scaffolding) and sharing clips from Huckleberry Finn (film), Friends, and Glee (Visuals; ELL; Relationship to Literature; Other Materials) to serve as examples. Students homework is to read the excerpts from Dr. Kings sermon On Being a Good Neighbor and Mary E. Wilkins Freeman's Revolt of Mother (Other Materials) and use noticing (ELL) to pick out idioms, etc. Day 3: Students will pair and share to formulate a more comprehensive list of idioms and then will share out, as a class, the most striking uses of language and how those examples impacted the way students read the works (Writing Application). I will give a short lecture on regionalism and dialects, drawing from the texts we have read (Relationship to Literature) and more clips from Oh, Brother Where Art Thou?, Gangs of New York, and The Secret Lives of Bees (Visuals; ELL; Other Materials). We will then discuss differences and similarities between idioms, regionalisms, and dialects to clarify and solidify understandings of these terms (Recursive Learning). Students homework will be to write a letter from Huck to widow Douglas (or the opposite), trying to capture the voice of the character (Writing Application). WEEK TWO Day 1: Today we will tackle the controversial issues of African American Vernacular English and the use of nigger in the novel. We will explore how AA VE and the word nigger are portrayed in the novel (Relationship to Literature) and in pop culture today (Writing Application) using references, like; The Fresh Prince of Bel Air, Stand and Deliver, Freedom Writers, Gran Torino, and tracks from Eminem, Nicki Minaj, Kanye West, Tupac, and Lil Wayne (Visuals/Manipulatives; ELL; Scaffolding; Other Materials). The experience and discussion should be student-driven, but still centered around questions of how language functions, the contexts of language use, and the connection between prejudice and language use.

Students homework will be to and evaluate their peers paper on Tone. Day 2: We will transition into a lecture on pidgins and creoles. Drawing on what we discussed at the end of last semester (Recursive Learning) we will discuss the formation of creoles and their representation in the novel (ELL; Scaffolding; Relationship to Literature). A pair of students will then give their presentation and facilitate their discussion on their poetry paper (Writing Application). Students homework will be read selected passages from Kate Chopin and Mary Austin (Other Materials). WEEK THREE Day 1: Today we will explore the representation of creoles and creole culture in the passages previously assigned for homework. Using the passages, the novel, and clips from The Princess and the Frog (Relationship to Literature; Visuals), students, in small groups, will create a large poster explaining creolization and its portrayal in the works (Writing Application; Manipulative; ELL). We will bring together and refine our learning in a socratic discussion, with each group presenting and discussing their assigned work and findings (Recursive Learning). Students homework is to re-read through some selected passages out of their novel (Scaffolding) and evaluate their peers essay on archetypes. Day 2: A pair of students will present their project and paper on archetypes today (Writing Application). We will also use the aforementioned passages from Huck Finn to examine the impact that language has one theme in the novel (Relationship to Literature). Students will work in small groups (ELL), each with a specific passage, to explain how language impacts some particular theme. Then each group will present its findings to the class (Recursive Learning). I will give a short lecture on the literary impact of Huck Finn and Twain in general (Scaffolding). Students homework will not have homework this night. Day 3: Today we will chart out characterization in the novel. Students will be given a handout [Figure 2] (Visuals; ELL; Scaffolding) on characterization, which they will fill out for both Huck and Jim (Relationship with Literature). Students will then begin their summative assessment for this unit: an interview with one of the characters. This will be a small group project; students will create a video pretending to interview a character (or characters) from Huck Finn; a major part of the assessment grade will be language use (Manipulative; Relationship to Literature; Writing Application).

 Accent -- A distinctive or alternate pronunciations (Andrews 215). Idiom -- An expression whose meaning is not predictable from the usual meanings of its constituent elements, as kick the bucket or hang one's head, or from the general grammatical rules of a language and that is not a constituent of a larger expression of like characteristics (Dictionary.com). Colloquialism -- A local or regional dialect expression (Merriam-Webster). Dialect -- A language variety in which the speakers use similar pronunciations, similar word choices, and their sentences are grammatically different from other regional or social groups of Regionalism -- A regional dialect; a legitimate and alternative way to pronounce words, to put sentences together grammatically, or to identify ideas, objects, things or actions (Andrews 216). speakers (Andrews 215). Pidgin -- A simplified language that develops as a means of communication between two or more groups that do not have a language in common; a trade language (Wikipedia.org). Creole -- A stable natural language developed from the mixing of parent languages; often developing from a pidgin (Wikipedia.org). Slang -- The continual and ever-changing use and definition of words in informal conversation, often using references as a means of comparison or showing likeness (UrbanDictionary.com). Voice -- The kinds of words the writer uses and the length of the sentences the writer
createsBy carefully choosing the right words (parts of speech) and the right sentence length (combinations of phrases and clauses), writers create the voices that best fit what they are writing about (Polette 75).

African American Vernacular English -- A variation, arguably a dialect of SAE, that arose from slaves in early American; influences on SAE include words like jazz, tango, jumbo, zombie, etc (Andrews 208). Irony -- A rhetorical device, literary technique, or situation in which there is an incongruity between the literal and the implied meaning (Wikipedia.org); a reversal of expectations. Tone -- Conveys our attitude toward our audience and our subject matter (Grammar.CCC.Commnet.edu). Archetype -- A universally understood symbol, term, statement, or pattern of behavior, a prototype upon which others are copied, patterned, or emulated (Wikipedia.org).

Summary
By the conclusion of this unit, students should be able to identify variations in Standard American English and conclude how those variations can shape meaning in a literary, or other cultural, work. Students should understand how variances can reflect regional or cultural differences and that dialectic English is not an indicator of intelligence. Students should also understand some of the themes presented in Twains Adventures of Huckleberry Finn and why they are important to American Literature. Students will have addressed the following standards (from the Colorado Department of Education; emphasis mine): Standard: 1. Oral Expression and Listening: 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6) Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience Choose specific words and word order for intended effect and meaning Select appropriate technical or specialized language Standard: 1. Oral Expression and Listening: 2. Effective collaborative groups accomplish goals Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-12.1b) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c) Implement an effective group effort that achieves a goal Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities

 Assume a leadership role in a group that is collaboratively working to accomplish a goal Self-evaluate roles in the preparation and completion of the group goal Critique and offer suggestions for improving presentations given by own group and other groups Standard: 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 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. (CCSS: RL.11-12.5) Describe and contrast characteristics of specific literary movements and perspectives Evaluate the influence of historical context on the form, style, and point of view of a written work Analyze and relate a literary work to source documents of its literary period or to critical perspectives Evaluate how literary components impact meaning (such as tone, symbolism, irony, extended metaphor, satire, hyperbole) Demonstrate knowledge of classical foundational works of world literature 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. (CCSS: RL.11-12.10) Standard: 2. Reading for All Purposes: 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS: RI.11-12.6) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7) Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts Use semantic cues, signal words, and transitions to identify text structures (such as critique, proposition/support, inductive/deductive) and to summarize central ideas and supporting details

 Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space) By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. (CCSS: RI.11-12.10) Standard: 3. Writing and Composition: 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish and express point of view and theme Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script) Develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme Manipulate elements of style, imagery, tone, and point of view to appeal to the senses and emotions of the reader Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect All in all, students should have mastered the understanding of idioms and English language variances as literary devices by the end of this three week unit. Students will have gained understandings of oral presentations (from the use of video-media and presented in their summative assessment), literary criticisms and interpretations (using language to help understand meaning), and effective writing practices (making distinctions between Standard American English in formal writing and its variances in informal and creative genres).

Reflection
What is one thing you learned about teaching language that you did not previously know? How did you learn it? I found it difficult trying to conceptualize how to include instruction for English Language Learners in such an advanced course, but conversations with Dr. Coke and my other professors helped me to realize that a basic and good ELL instruction is simply good differentiated instruction. So I sought to include that in my plans; though I think I could have integrated even more. What is one thing about language that you look forward to teaching? I look forward to teaching topics like this; the nuances of English. I think students need a solid foundation of English grammar to delve into subjects like etymology and dialects, but I think it is probably one of the most exciting topics to study about English. Point to one thing about teaching language with which you still struggle. How could you overcome that struggle? I still struggle with the jargon surrounding grammar. I feel confident in my grasp of how English grammar works and the correctness of my language (usually), but I oftentimes do not know how to express grammatical rules or guidelines because I dont recognize the terms. I honestly think this is because I never learned to diagram sentences or the explicit terms for grammar. Instead my teachers took a rather Polette-esque approach and taught me the rules through writing and other activities without giving explicit instruction. I was never forced to rote memorization of grammar terms. And I believe that is probably what I need; but until I find the time, Ill keep reference books, like Polettes, nearby so I can reference the terms when necessary. What is one, specific that you learned from one of your group members during workshop time? How did you/will you use that knowledge? Well, I learned a decent amount about Adolescent Literature, actually. And I think Ill keep those recommendations handy for next semester in that class. Also, I think Ill be more open to incorporating Ad. Lit books into my classroom; I think Im rather quick to dismiss non -canonical books at times.

What would you still like to do with this scope and sequence outline? Why?

I would love to flesh out how an entire year would look. My biggest challenge putting this together was figuring out how to fit this unit into my class overall. I had to do the three calendars to fully conceptualize this smaller unit, otherwise it wouldnt have made sense to me. I believe that once I fleshed out my entire year I would then be better prepared to go in and lesson plan specific days and projects. I work much better narrowing down from a defined idea or concept than I do taking specifics and generating a broad idea to fit it into.

Appendix
Figure 1: Slideshow of Mark Twain and Historical Contexts; attached. Figure 2: Characterization Handout; attached Other Materials include: Texts:

Mark Twains Adventures of Huckleberry Finn Dr. Kings sermon On Being a Good Neighbor Mary E. Wilkins Freeman's Revolt of Mother Short excerpts from Mary Austin Short excerpts from Kate Chopin

Movies and TV: Huckleberry Finn Oh, Brother Where Art Thou? Gangs of New York The Secret Lives of Bees Stand and Deliver Freedom Writers Gran Torino The Fresh Prince of Bel Air Glee Friends Music: Eminem Nicki Minaj Kanye West Tupac Lil Wayne

Character Chart