12th grade ELA

Archetypes in Life & Literature In this unit students will analyze literature with archetypal characters and draw conclusions about society’s values.

SUGGESTED PACING 9 Weeks

ESSENTIAL QUESTIONS How are archetypal situations present in literature and life?

(What is

(author) arguing about

(archetypal situation), and is he/sheright?

SUPPORTING QUESTIONS ● Good and Evil: Is man inherently good or evil? Somewhere in between? ● Nature vs. Mechanistic World: Is technological progress always good? ● The Fall From Innocence: Is experience necessary? Is ignorance bliss? ● Fate vs. Free Will: Are we in control of our own destinies?Good and Evil: Is man inherently good or evil? Somewhere in between? ESSENTIAL VOCABULARY Indirect Characterization - Direct Characterization - Tone - Plot - Setting - Motivation - Protagonist - Antagonist - Archetype/Archetypal Characters (hero, villain, damsel in distress, mentor, scapegoat, temptress, outcast) - Internal Confict - External Confict - Character Types: (static, dynamic, round, fat) - Foil - Aspirations - Delineate

CAPSTONE CONNECTION Research and Annotated Bibliographies

ADDITIONAL WRITING FOCUS Writing across genres The pre-research process Literary analysis

STANDARDS FOR UNIT 2: (Information in red is new to the standard from the 9-10th grade core.)

W 12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specifc expectations for writing types are defned in standards 1-3 above). W 12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signifcant for a specifc purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 11.) W 12.6 Use technology, including the Internet, to produce, publish, and update individual or shared

Writing