CCSS Literacy Mapping Chart for Grade 12

Unit IV Title: Eighteenth Century and Early Nineteenth Century: Romantic Era

Length: 3 weeks Projected Dates: Beginning of 2nd Semester - Finish by end of 3rd Q

Overview of unit:
This unit will focus on the changing role of nature and the divine in literature that was produced
during the 18th and early 19th century. Students will consider whether nature appears as a force of
good or a menace. This unit will also highlight the strong contrast that writers of this time felt
between hope and despair, as well as the restoration of man for his transgressions. The unit will also
introduce satire, which is a medium that will be studied throughout the remainder of the year.

The purpose of the unit is to present students with literature from the eighteenth and early nineteenth
century, the last era of literature before literature completely changed in the modern era. Students
will examine these texts and understand that the themes, problems, and relationships from the early
twentieth century still exist and can be related to in our current environment.

The unit will conclude with an in-class, written response, in which students will analyze and discuss
themes common throughout this time period.

Enduring Understandings: Essential Questions:

1. What role does nature play in literature?
1. How is the quest for truth and beauty
portrayed in literature and how does it 2. Why was there such a contrast between
affect mankind. the themes of hope and despair?

2. How do writers use satire in fiction and
what is it’s purpose.
3. How does the evolving relationship of
man and nature affect man.
3. How did authors use literary elements to
write fiction in response to social
repression?

Common Core State Standards

● RL 12.1: 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.
● RL 12.2: 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.
● RL 12.3: 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).
● RL 12.4: 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.
● RL12.5: 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.
● RL 12.6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what it really meant (e.g., satire, sarcasm, irony, or
understatement).
● W 12.2: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
● W 12.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences
● W 12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
● W 12.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
● SL 12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively
● SL 12. 2: Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, 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.
● SL 12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used
● SL 12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.
● L 12.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
● L 12.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
● L12.3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening
● L 12.4: Determine or clarify the meaning of unknown and multiple-meaning words and
 phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies
● L 12.5: Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
● L 12.6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Resources/Materials Recommended:

Vocabulary of the Romantic Era (p. 225 CCSS book)

A Modest Proposal* (Swift)

Gulliver’s Travels excerpt “A Voyage to Lilliput”* (Swift)
Micromegas (Voltaire)
Blake Poems: “The Tyger”; “The Lamb”; “The Poison Tree”*; “The Introduction and Earth’s
Answer”; “Songs of Experience”
Wordsworth Poems: “The World is Too Much With Us” *

*These texts can be found in the Holt Elements of Literature, Sixth Course textbook.

Supplemental literary texts:

None

Novels:
None

Informational Texts:
“Preface to Lyrical Ballads”

Art/Music/Media:
Art response question #13 pg. 225 in CCSS book

Assessments:

Unit:
Students will create their own “Modest Proposal”, highlighting their understanding/application of the
use of satire.

Written response/analysis (in class exam) at end of the unit: Students will have a choice from
number of prompts regarding all of the stories we read for this unit.

Benchmarks:
Analysis Questions as exit activities for all class readings.

Formative:
● Discussion questions (partner, entire class)

Exemplar Lesson Plans:

Coming Soon 