Course Profile English, Grade 11, University Preparation, Catholic

Unit 4: History of the English Language

Time: 18 hours (14 hours and 4 hours for skills development)

Unit Description

This unit examines the evolution of the printed word from classical texts to electronic publications. The teacher presents an overview of literary history with a special emphasis on poetry. The focus on genre includes a survey of literary archetypes. The teacher ensures use of inclusive and representative materials. Students develop a sense of the forces that have shaped our language and influenced current standards of common usage.

Students:

· interpret texts using various strategies, such as double-entry journals and close reading;

· study the development of the English language;

· research various genres and present their findings to the class;

· explore contemporary language theory and usage issues, involving intensive grammar study and facilitating the proficient use of Standard Canadian English.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

1: Periods in Literary History

4 hours

LSV.01, LSV.03, LAV.01, LAV.02, LA1.01, LA2.01, LA2.02, LS3.03, LS1.02, LS1.05

CGE2e

T/I

Dramatic reading

Double-entry journal

Poetry explication

2: Development of the English Language

2 hours

LSV.02, LSV.03, LAV.01, LAV.02, LS2.02, LS3.02, LA1.01, LA1.02, LA1.04, LA2.01

CGE2e

T/I

Note-taking

Timeline

3: Development of Literary Genres

3 hours

LSV.03, LSV.01, WRV.02, LAV.01, LS3.02, LS3.03, LS1.05, WR2.01, WR2.02, LA1.02

CGE2b

K/U

T/I

Handout

Presentation

4: Etymology

2 hours

LAV.01, LSV.03, LA1.03, LS3.02

CGE5a

K/U

Personal dictionary/thesaurus

Summative quiz

5: Archetypes

3 hours

MDV.02, WRV.03, LSV.01, LS1.04, WR3.02, MD2.01

CGE7g

K/U

T/I

Note-taking

Multimedia exhibition

6: 21st-century English: Current Usage and Theory

4 hours

WRV.02, WRV.05, LAV.01, MDV.01, WR2.04, WR5.04, LA1.05, MD1.01

CGE2e

K/U

T/I

Analytic response

Grammar exercises

Summative quiz

Activity 1: From Ancient Times to Words that Rhyme

Time: 240 minutes

Periods in Literary History

Description

Our study of the English language begins with a chronological overview of traditionally defined periods in literary history. This activity surveys literary history from antiquity to the twenty-first century. The zeitgeist (i.e., the general intellectual, moral, and cultural climate) of each period is recreated through dramatic readings of assigned poems. Students’ understanding of individual poems is deepened by formal analysis. Representative works, ranging from classical texts to texts published on-line in literary e-zines, are analysed in a series of poetry analyses.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

Specific Expectations

LA1.01 - apply a variety of strategies to extend vocabulary while reading, with an emphasis on understanding the denotation, connotation, and pronunciation of words (e.g., discuss diction in a poem or novel to explore personal and historical connotations; use knowledge of phonetics to pronounce words they are not used to seeing in print);

LA2.01 - communicate orally in large and small groups for a variety of purposes, with a focus on listening for main ideas and significant supporting details; clarifying and extending the ideas of others; using appropriate academic and theoretical language; and evaluating implicit and explicit ideas using criteria such as relevance, accuracy, and bias;

LA2.02 - communicate orally in group discussions, applying such skills as the following: fulfilling roles as required; preparing for discussion; contributing additional and relevant information; asking questions to extend understanding; making notes to track the discussion; completing assigned tasks for the group; working towards consensus; and accepting group decisions when appropriate;

LS1.02 - select and use specific and relevant evidence from a close reading of texts to support interpretations, analyses, and arguments (e.g., analyse and describe the organization of an argument in a literary essay; identify the target and explain the criticism in a work of satire);

LS1.05 - explain the influence of social and historical values and perspectives on texts and the interpretation of texts (e.g., relate the social values in a period such as the Industrial Revolution, the Second World War, or the 1960s to a literary work from that period; compare a historical and a contemporary critique of a literary work);

LS3.03 - analyse the effect on the reader of authors’ choices of language, syntax, and literary and rhetorical devices by examining their own and others’ interpretations of the style of texts.

Prior Knowledge & Skills

Students use literary terms and recognize literary devices (e.g., alliteration, assonance, consonance, personification, hyperbole, rhyme, stanza, etc.).

Planning Notes

· Provide time for daily independent silent reading throughout this unit. Students may use this time to read assigned poems or a novel of their own choosing.

· Prepare a lesson on the periods of literary history. Some topics to include are the patronage system, the relationship between colonization and Elizabethan literature, the Reformation, the translation of the Bible into English (i.e., the King James version), the effect of Britain’s class system on literacy, the recognition of world literature, etc. This lesson explains the influence of social and historical values on the creation and interpretation of texts (e.g., by relating the social values of the Industrial Revolution to Romantic literature).

· Prepare a handout on literary terms (e.g., denotation, connotation, ambiguity, metre, allusion, tone, irony, etc.).

· Prepare an example of a double-entry journal technique for students to use while reading:

Column A	Column B
Record unfamiliar words; textual evidence of theme(s), and literary devices.	Define unfamiliar words; analyse diction, theme and literary devices with specific references to text.

· Prepare a lesson on poetry analysis using the double-entry journal technique. This lesson takes the class through a step-by-step analysis of reading a poem so that they can use the technique to record their own reading experiences during the unit.

· Prepare a model for poetry analysis (using student exemplars).

· Provide time for writing in class.

· Prepare clips of films that illustrate period drama.

Teaching/Learning Strategies

· Before beginning the lesson on literary periods, assess students’ knowledge of historical periods through an informal discussion. Points and questions to consider:

· their impression of history as an academic subject: is it interesting or boring?

· why is the study of history generally important (possibly use Carl Sandburg’s poem “Grass” and the adage “those who don’t know history are doomed to repeat it” to focus the discussion)?

· why is history relevant to English class? Social commentaries offer provocative analyses of the contemporary lack of interest in history.

· the current interest in history.

· current films.

· post-modern uses, allusions, and remaking of historical texts and works of art.

· Review the reading strategies students have used to make sense of poems in the past. Introduce new interpretive strategies using practical criticism (i.e., close reading) and the double-entry journal technique. Review literary terms and devices. Use poems that students are studying to illustrate the employment of each literary device.

· Read poems aloud in class and develop detailed responses to assigned poems together using the double-entry technique. (Students continue to use the double-entry journal technique to develop reading/decoding strategies while reading independently.)

· Give students opportunities to formulate and pose questions based on their individual readings of the poems studied in class. Discuss questions together in class. Use information about literary history and devices to come to terms with various interpretations. Remind students of English scholars’ Golden Rule: the best interpretation is the one most accurately supported by the details of the text.

· Students move from informal to formal responses by preparing a series of detailed and insightful poetry analyses based on a) initial responses recorded in journals and b) oral discussions in class. Student explications demonstrate a growing sensitivity to the effectiveness of authors’ choices of language, syntax, and literary and rhetorical devices.

· Illustrate the concept of period drama by showing clips from a number of films.

· Introduce the dramatic reading assignment. Divide the class into groups and assign each group a literary period and a representative poem. This assignment requires further research into literary history by each group. Electronic and print sources should be consulted. Encourage students to research the literary history of their culture of origin or another culture. Based on their research, each group prepares a dramatic reading of their poem. A variety of presentation techniques may be used depending on their comfort level. Some groups may use a Readers’ Theatre approach, while others may depict the presentation of a poem to the poet’s patron. The use of period costumes is encouraged.

· Draw students’ attention to the social justice issues raised by activity content through ongoing discussion:

· Use Gospel values to interpret the social, religious, and moral significance of literary history (e.g., colonization, patronage, sacred versus secular writings, the British class system, women writers, etc.).

· Examine the influence of power struggles between the new “Church of England” and the Roman Church by analysing the resulting imagery and iconography and its attendant effects on the corporate imagination.

· Relate content to students’ personal experience of the human condition by modelling a critical process that questions how literary value is determined (e.g., rock ‘n roll as poetry, etc.).

· Encourage a safe and open environment, as is a live expression of the Catholic faith experience.

· Encourage a safe and open environment for the discussion of these issues and encourage students to respect others’ opinions.

Assessment & Evaluation of Student Achievement

· double-entry journal (rubric) (Appendix 1)

Accommodations

· For written assignments such as the double-entry journal, students can be accommodated with use of a computer.

· A written assignment may also require a scribe or dictation given by an Educational Assistant.

Resources

Teacher Resources

Abrams, M.H. A Glossary of Literary Terms, 6th ed. New York: Harcourt Brace, 1993.

Aristotle. Rhetoric and Poetics. New York: Random House, 1954.

Bible: The Holy Bible – New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Bloom, Harold. The Western Canon. New York: Harcourt Brace, 1994.

Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: University of Minnesota Press, 1983.

Heath, Jeffrey M., ed. Profiles In Canadian Literature. 8 volumes. Dundern, 1980-1991.

Holman, C. Hugh and William Harmon. A Handbook to Literature, 6th ed. New York: MacMillan, 1996.

Hooks, Bell. Outlaw Culture: Resisting Representations. New York: Routledge, 1994.

Ioannou, Susan. A Magical Clockwork: The Art of Writing the Poem. Toronto: Wordwrights Canada, 2000.

Lecker, Robert, ed. Canadian Canons: Essays In Literary Value. Toronto: University of Toronto Press, 1991.

Lentricchia, Frank and Thomas McLaughlin, eds. Critical Terms for Literary Study. Chicago: University of Chicago Press, 1990.

MacPherson, Jay. Four Ages of Man. Toronto: MacMillan, 1962.

Mariani, Philomena, ed. Critical Fictions: The Politics of Imaginative Writing. Seattle: Bay Press, 1991.

New, W.H., ed. A History of Canadian Literature. Toronto: New Amsterdam Books, 1993.

Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopaedia of Poetry and Poetics. New Jersey: Princeton UP, 1993.

Zimmerman, J.E. Dictionary of Classical Mythology. New York: Bantam, 1985.

Student Resources and Anthologies

Allison, Alexander W., et al. The Norton Anthology of Poetry, 3rd ed. New York: W.W. Norton, 1983.

Atwood, Margaret, ed. The New Oxford Book of Canadian Verse in English. Toronto: Oxford UP, 1982.

Bible: The Holy Bible – New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Creighton, David. Myths Within. Toronto: Gage, 1992.

Knox, Bernard, ed. The Norton Book of Classical Literature. New York: W.W. Norton, 1993.

Rogers, Katharine and William McCarthy, eds. The Meridian Anthology of Early Women Writers: British Literary Women from Aphra Behn to Maria Edgeworth, 1660-1800. New York: Meridian, 1987.

Electronic Resources

All-Purpose Handbooks – http://www.utoronto.ca/writing/books2.html

Books on the Process of Reading & Writing – http://www.utoronto.ca./writing/books1.html

The Norton Introduction to Literature Web Companion – http://www.wwnorton.com/introlit

Appendices

Appendix 1 – Double-Entry Journal Rubric

Activity 2: Around the Word In Eighty Ways

Time: 120 minutes

Development of the English Language

Description

The English language is examined from its historical roots to its contemporary use in global settings. Major influences in the development of the English language are considered. The purpose of this activity is to convey the idea that English is a living entity, one that grows and changes over time according to the progress and needs of humanity. The way language represents human values will be examined through the etymological analysis of individual words. The social and historical perspectives that have influenced the creation and reception of literary texts are also considered in a formal analytic response paper.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Specific Expectations

LS2.02 - analyse how elements of literary forms other than novels and poetry are used to enhance meaning (extensive study) (e.g., compare a parody with the original text to understand the author’s purpose; explain how the conflict and characterization in a short story enhance its social commentary);

LS3.02 - describe how authors use rhetorical and literary devices, such as pun, caricature, cliché, hyperbole, antithesis, paradox, wit, sarcasm, and invective, to enhance the meaning of texts (e.g., explain how paradox is used to deepen meaning in poetry; assess the effectiveness of rhetorical devices used to emphasize the social criticism in a satirical essay);

LA1.04 - identify specialized and technical language appropriate to academic discussion and use it with precision in oral and written work;

Prior Knowledge & Skills

Students possess a rudimentary knowledge of the history of Western civilization.

Planning Notes

· Prepare a lecture on the history of the English language with attention to cross-curricular links (e.g., outline how political, economic, and cultural forces have affected the historical development of the English language by considering Angles, Saxons, and Jutes; Vikings; Romans; the Norman Conquest of England; the invention of the printing press; colonialism; mass literacy; computer technology, the influence of other languages; the global use of English, the power of the Bible to influence language [i.e., new translations], the lingering effect of Latin as the language of the Bible).

· Plan a lesson on effective note-taking. Create a sample note using the Cornell format for a page (i.e., two wide columns, the left one is for summative headings; a space at the bottom of the page is for students’ reflective and synthesizing annotations). See Resources for guidance on such methods.

· Prepare a sample timeline, perhaps using the timeline found on the Encarta Encyclopaedia CD-ROM as a model.

Teaching/Learning Strategies

· Before delivering the lecture on the history of the English language, explain that lectures are an important teaching method in university. Briefly discuss learning styles and strategies for successful note taking. Show students a sample of effective note-taking and distribute a copy of a teacher-made note taking checklist.

· Deliver the lecture on the development of the English language. Model effective note-taking throughout the first half of the lecture by jotting down important points on the board or overhead as they are presented. Ask students to take notes during the second half of the lecture. Review the points they included in their notes and discuss how to determine the significant points that must be recorded. Ask students to relate these lecture notes to the readings they have done on the same topics, to demonstrate how different sources give different shapes to information and to show how orally-transmitted ideas can be confirmed and deepened by further reading. Note: it is important for students to expect to take in ideas from different types of sources and to synthesize them for themselves. Comparing sources is also part of critical thinking. Students use the self/peer note-taking checklist to evaluate the success of the task.

· Examine the cross-curricular issues raised by content covered in lecture through a variety of discussion methods, such as think/pair/share, jigsaw, expert groups, etc. Topics for discussion might include: Angles, Saxons, and Jutes; Vikings; Romans; the Norman Conquest of England; the invention of the printing press; colonialism; the Reformation; mass literacy; computer technology, the influence of other languages; the global use of English, dialects in history, the existence of dialects within present-day Canadian society (e.g., regional music can be used to illustrate this idea), etc.

· Relate issues to students’ personal observation of the human condition by examining the limits of their working vocabulary, their response to unfamiliar words, and the social implications of diction (how does the way you talk affect the way people perceive you).

· As a class, create a timeline that outlines major events in the historical development of the English language. This task reinforces the discernment of key details introduced in relation to note-taking earlier in the activity. (Encarta Encyclopaedia has an excellent sample timeline.) A variety of historical resources may be drawn on to supplement the information presented in the lesson. A multimedia approach [incorporating text, images, and sound, if possible] captures the idea of history as a living, ever-changing entity. The timeline might be hung up on one or two walls and referred to throughout the course.

· Encourage a safe and open environment for discussion and encourage students to respect others’ opinions.

Assessment & Evaluation of Student Achievement

· note-taking (checklist)

· timeline (observation)

Accommodations

· For an activity such as note-taking (modelling a requirement for university students), students may have copies of the notes provided for them from the lecture.

· For students with hearing problems, an FM system may be provided.

· A written assignment may require a scribe.

· For an activity such as a timeline, a template may be provided to students as an exemplar.

Resources (list of sources found on Microsoft’s Encarta Encyclopaedia 2001 CD-ROM)

Bambas, Rudolph C. The English Language: Its Origin and History. University of Oklahoma Press, 1980.

Barzun, Jacques. A Word or Two Before You Go. Wesleyan Press, 1986.

Baugh, Albert C. and Thomas Cable. A History of the English Language, 4th ed. New York: Prentice Hall, 1993.

Bryson, Bill. Made In America: An Informal History of the English Language in the United States. Avon, 1996.

Bryson, Bill. The Mother Tongue: English and How It Got That Way. Avon, 1996.

Crystal, David. English as a Global Language. Cambridge: Cambridge UP, 1998.

Hogg, Richard M., ed. The Cambridge History of the English Language. 6 volumes. Cambridge UP, 1992-1999.

Kacirk, Jeffrey. Forgotten English. Morrow, 1997.

McCrum, Robert, et al. The Story of English, revised edition. New York: Penguin, 1993.

Partridge, Eric. Dictionary of Slang and Unconventional English, 8th ed. New York: Macmillan, 1985.

Pauk, Walter. How to Study in College.

Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopaedia of Poetry and Poetics. New Jersey: Princeton UP, 1993.

Pyles, Thomas and John Algeo. Origins and Developments of the English Language, 4th ed. New York: Harcourt Brace Jovanovich, 1993.

Electronic Resources

History of the English Language – http://www.library.utoronto.ca/utel.diaclang.html

History of the English Language Links – http://www.chass.utoronto.ca/~cpercy/helhome.htm

Encarta Encyclopaedia On-line – www.encarta.msn.com

World Book On-line – www.worldbookonline.com

The Electric Library – www.elibrary.ca/education

The Bartleby Project – www.columbia.edu/acis/bartleby/

The Voice of the Shuttle – www.vos.ucsb.edu/shuttle/english.html

University of Guelph Learning Services – www.uoguelph.ca/csrc/learning/sq4r.htm

Activity 3: Origin of the Literary Species

Time: 180 minutes

Development of Literary Genres

Description

Students apply knowledge gained from the study of literary history by making connections between the issues/styles/values specific to each period and the development of particular genres. Students conduct intensive research to complete this activity. Topics for analysis may include: the relationships between the oral tradition and poetry; serials and short stories; evolving class structure and the novel; folk tradition and the urban legend; mythology and the Hollywood epic; ballads and popular music. Students prepare and present a handout on their findings in class.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively.

Specific Expectations

LS3.03 - analyse the effect on the reader of authors’ choices of language, syntax, and literary and rhetorical devices by examining their own and others’ interpretations of the style of texts;

WR2.01 - demonstrate an understanding of the uses and conventions of various forms by writing persuasive and literary essays, reviews, short narratives or poems, and summaries (e.g., write a personal essay on a current issue; write an academic essay analysing the themes or imagery of literature studied; write a film review for the school newspaper);

WR2.02 - select and use an appropriate form to produce written work for an intended audience and purpose (e.g., write a poem about being Canadian for a reader in another country; write a report for an academic audience on the historical context of a literary work studied);

LA1.02 - identify and describe the major influences in the development of the English language (e.g., Angles, Saxons, and Jutes; Vikings; Romans; the Norman Conquest of England; the invention of the printing press; colonialism; mass literacy; computer technology; the influence of other languages; the global use of English).

Prior Knowledge & Skills

Students are familiar with formal and structural elements of various genres including poetry, short stories, novels, and film.

Planning Notes

· Review assessment criteria with students before they begin the research task.

· Prepare a plan for group-work techniques, i.e. explanation of expert groups (one topic per group, report back to class), including roles and responsibilities for group members.

· Provide Library/Resource Centre and Internet resources as appropriate.

Teaching/Learning Strategies

· The teacher explains expert group technique and assigns groups.

· The assignment requires each group to research, present, and create a handout on their topic.

· The class develops a rubric for evaluating the group presentation handout.

· Groups use electronic and print sources to research the development of literary genres, such as poetry, drama, novel, short story, cinema. The relationship between the many literary styles found in ancient writings (e.g., the Bible) and the development of specific genres is explained in terms of their profound and continuing influence.

· Groups present findings in an oral presentation, including a class handout summarizing their presentation.

· The dramatic representation initiated in Activity 1 can be continued (e.g., students may present the findings in period costumes, etc.).

Assessment & Evaluation of Student Achievement

· handout/oral presentation (rubrics)

Accommodations

· A written assignment may require a scribe.

· For written assignments such as a handout, students can use a computer.

· A peer editor may be provided for students as they create a handout for the class.

· Oral presentations may require alternate assessment such as videotaping, small-group, or teacher-only presentations.

Resources

Teacher Resources

Abrams, M.H. A Glossary of Literary Terms, 6th ed. New York: Harcourt Brace, 1993.

Brunk, Terrence, et al. A Guide to Teaching with Literacies: Reading, Writing, Interpretation. New York: W.W. Norton, 1997.

Holman, C. Hugh and William Harmon. A Handbook to Literature, 6th ed. New York: MacMillan, 1996.

Jerome, Judson. The Poet’s Handbook. Ohio: Writer’s Digest Books, 1980.

Luengo, Anthony. Canadian Writer’s Handbook. Scarborough: Prentice Hall, 1995.

Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopaedia of Poetry and Poetics. New Jersey: Princeton UP, 1993.

Student Resources and Anthologies

Brown, Stewart, ed. Caribbean New Wave: Contemporary Short Stories. Oxford: Heinemann, 1990.

Brunk, Terrence, et al. Literacies: Reading, Writing, Interpretation. New York: W.W. Norton, 1997.

Mariani, Philomena, ed. Critical Fictions: The Politics of Imaginative Writing. Seattle: Bay Press, 1991.

Electronic Resources

How to Do Research on the Internet
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html

Information and Discussion on Anglo-Saxon and the Range of World English
http://www.library.utoronto.ca/utel/diaclang.html
http://www.chass.utoronto.ca/~cpercy/helhome.htm

Activity 4: Our Roots are Showing

Time: 120 minutes

Etymology

Description

This activity focuses students’ attention on the derivative nature of the English language by analysing its Latin and Greek roots. Students develop vocabulary by building and decoding strategies through the course of the activity. Tasks include: tracing original connotations of words; tracing changed meaning in relation to evolving social values; and use, misuse, and omission of words. Students relate content to their own lives through an examination of street slang.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE5a - works effectively as an interdependent team member.

Specific Expectations

LA1.03 - apply knowledge of prefixes, suffixes, and roots to expand vocabulary (e.g., use an etymological dictionary to identify the original and expanded meanings of words);

Prior Knowledge & Skills

Students are familiar with the use of prefixes, suffixes, and root words to extend vocabulary.

Planning Notes

· Prepare lessons on etymology with activities designed to assess students’ understanding of etymological principles. (See a worksheet in Language Power (Toronto: Gage, 2000) on page 112 called Dictionary: Word Origins.)

· Prepare summative quiz to evaluate student knowledge and understanding.

Teaching/Learning Strategies

· The teacher delivers lesson(s) on etymology.

· Using overheads and print handouts, the teacher demonstrates how to read entries in standard college-level dictionaries: for instance, to find guidance on pronunciation, morphology, idiomatic constructions, connotations, and usage, as well as information on derivations and word history.

· Students use on-line and print dictionaries to:

· analyse familiar words using principles of etymology;

· use vocabulary-building strategy by creating personal wordlists and recording new words in personal dictionary/thesaurus;

· apply knowledge of roots, prefixes, and suffixes through a summative quiz on Greek and Latin prefixes, suffixes, and root words.

· Students should be encouraged to examine current street slang and discuss the origin of certain slang words with which they are familiar.

Assessment & Evaluation of Student Achievement

· personal dictionary/thesaurus (checklist)

· summative quiz

Accommodations

Exercises done in class may require:

· students to work in pairs;

· the use of a tutor or an editor;

· the use of dictating software such as dragon dictate™;

A quiz may require:

· multiple-choice format;

· more time for completion;

· the use of an Educational Assistant for extra help in working one-on-one with a student.

Resources

Teacher Resources

www.utoronto.ca/writing/vocab.html

Student Resources (books listed on Microsoft’s Encarta Encyclopaedia 2001 CD-ROM)

Almon, Jordan. Dictionary of Word Origins: A History of the Words, Expressions and Clichés We Use. Citadel, 1995.

Ayers, Donald M. English words from Latin and Greek elements, 2nd ed. Tucson: University of Arizona Press, 1986.

Bevington, Gary. Where Do Words Come From? An Introduction to Etymology. Kendall/Hunt, 1995.

Crutchfield, Roger S. English Vocabulary Quick Reference: A Comprehensive Dictionary Arranged by Root Words. Lexadyne, 1998.

Crystal, David. English as a Global Language. Cambridge: Cambridge UP, 1998.

Davies, Peter. Roots: Family Histories of Familiar Words. McGraw-Hill, 1981.

Hoad, Terry F. The Concise Oxford Dictionary of English Etymology. Oxford: Oxford UP, 1986.

Klein, Ernest. A Comprehensive Etymological Dictionary of the English Language. Elsevier, 1971, 1979.

Mish, Grederick C., ed. The Merrriam-Webster New Book of Word Histories. Merriam-Webster, 1991.

The Oxford English Dictionary on Historical Principles. (32 volumes, also on CD-ROM)

http://www.chass.utoronto.ca/chass/oed/oedpage.html

http://www.oed.com/ (on-line access unfortunately restricted).

Activity 5: An Archetype Is Not As Dark As Its Themes

Time: 180 minutes

Archetypes

Description

The study of literary archetypes reinforces the emphasis on pattern introduced and developed in Activities 1 - 4. Through a multimedia exhibition, students recognize patterns of repetition and variation in literature as well as media works (e.g., the sit-com formula). This activity also links the study of literary periods to students’ own experience of popular culture.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society.

Specific Expectations

LS1.04 - compare their own ideas, values, and perspectives with those expressed or implied in a text (e.g., analyse the thinking and response of a fictional character in a crisis and compare them with their own probable reactions; debate two different interpretations of a literary work using specific references to the text to support their arguments);

WR3.02 - select and use appropriate organizational devices and patterns to structure short stories, poems, and multimedia presentations (e.g., use flashbacks to present background information in a short story; use extended metaphor in a poem; use a storyboard to establish sequence in a scene from a literary work);

MD2.01 - design or create media works based on ideas, themes, and issues examined in this course (e.g., create media works based on a theme from literature, using available resources; write dialogue for a commercial to promote sales of a novel; create a promotional campaign to sell the same idea or service to two or more different audiences).

Prior Knowledge & Skills

· Students apply knowledge of biblical stories, especially from the Old Testament.

· Students review mythic patterns that emerged in storytelling circle during Unit 1.

Planning Notes

· Prepare a lecture on archetypes using examples from the myths and sacred texts studied in Unit 1. Consider links between traditional literary archetypes and students’ own cultural experience (e.g., Hercules, the quest dimension of Survivor, good versus evil depicted in Disney films, etc.).

· Find examples – print and electronic – of installation art exhibits. (See Internet sites in Resources for examples). Prepare and provide various venues and mediums for students to access during exhibition, including: print media, animation, sculpture, painting, video, ambient recordings, etc.

Teaching/Learning Strategies

· Deliver lesson on literary archetypes by engaging the class in Socratic dialogue.

· Review stories presented in storytelling circle and identify examples of mythic images and situations. Patterns to look at include:

· archetypal situations (e.g., birth, death, the fall of humanity/expulsion from the Garden of Eden, etc.);

· archetypal themes (e.g., Oedipus complex, Cain and Abel, etc.);

· archetypal symbols (e.g., sun, moon, seasons, animals, etc.).

· Foster respect for the history, cultural heritage, and pluralism of contemporary society by examining selections from mythologies and sacred texts from around the world.

· Present a variety of installation art examples (e.g., as documented in art books, on the Internet, play ambient recordings, etc.). Discuss the history of the Carnivalesque (Rabelais) and its implications for this activity.

· Assign multimedia exhibition.

· Use various techniques (e.g., brainstorming, class discussion, and note-taking) to make connections between literary history and popular culture).

· Students apply knowledge of literary archetypes through the creation of a multimedia exhibition (e.g., collect and display evidence of archetypes in popular culture carnival-style using visual, aural, and textural aspects of representations).

Assessment & Evaluation of Student Achievement

· multimedia exhibition (brainstorming and planning checklists; presentation rubric)

Accommodations

· A rich performance task (or culminating project) may require more time and the task may need to be divided into more manageable chunks.

· A multimedia exhibition may require extra student-teacher conferencing.

Resources

Bible: The Holy Bible – New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Creighton, David. Myths Within. Toronto: Gage, 1992.

Frye, Northrop. The Great Code: The Bible and Literature. 1982.

Frye, Northrop. Fables of Identity: Studies in Poetic Mythology. 1963.

Knox, Bernard, ed. The Norton Book of Classical Literature. New York: W.W. Norton, 1993.

MacPherson, Jay. Four Ages of Man. Toronto: MacMillan, 1962.

Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopaedia of Poetry and Poetics. New Jersey: Princeton UP, 1993.

Zimmerman, J.E. Dictionary of Classical Mythology. New York: Bantam, 1985.

Internet (Teacher preview recommended)

http://members.tripod.com/~soundart/

http://www.fastandwide.net/

http://asuam.fa.asu.edu/disfunctional/art.htm

http://www.235media.com/

http://jupiter.ucsd.edu/

http://www.artcyclopedia.com/media/Installation_Artist.html

http://bastilleweb.techhouse.org/

Activity 6: Back to the Present

Time: 240 minutes

21st-century English: Current Usage and Theory

Description

The unit closes with an examination of the forces that continue to shape the English language. Current standards of usage are reviewed and clarified through a series of intensive grammar lessons and exercises. A variety of issues, including political correctness, the effect of technology, world English, gender inclusiveness, etc., are discussed and examined in a formal analytic response paper.

Strand(s) & Learning Expectations

Strand(s): Language, Literature Studies and Reading, Media Studies, Writing

Ontario Catholic School Graduate Expectations

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

Specific Expectations

WR2.04 - select and use a level of language and a voice appropriate to the specific purpose and intended audience for a piece of writing (e.g., use colloquialisms to establish an authentic voice for a character in a short narrative; use an appropriate voice in an academic essay on a work of literature);

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below:

Grammar and Usage: use parts of speech correctly and in a consistent manner in writing (e.g., use the possessive case to modify a gerund);

Grammar and Usage: communicate complex ideas using a variety of sentence structures (e.g., use coordination and subordination for emphasis and to improve clarity; use parallelism and balance as an aid to clarity);

Grammar and Usage: use pronouns correctly, with particular emphasis on personal, relative, and reflexive pronouns;

Grammar and Usage: use verb tenses appropriately and correctly (e.g., use the present perfect tense when expressing general truths, when writing about literature, and when summarizing an author’s views; use the past perfect tense to express an action already completed at some specific time in the past);

Grammar and Usage: use active and passive verb voice effectively to suit purpose and audience (e.g., use the active voice for clarity of expression; recognize the function of the passive voice as used in history and the sciences);

Grammar and Usage: use parallel structures correctly and for rhetorical effect (e.g., express equal ideas in the same grammatical form, balancing single words with single words, phrases with phrases, clauses with clauses; use parallel structure in the paragraphs of an essay for clarity and emphasis);

Grammar and Usage: show understanding that grammar may be used unconventionally for a particular effect in advertising, poetry, and for characterization in fiction and drama;

Spelling: demonstrate an understanding of a wide range of spelling patterns, rules, and strategies by recognizing and correcting their own and others’ spelling errors (e.g., understand the conventions of Canadian, British, and American spelling; recognize difficulty in spelling words ending in cede, ceed, and sede);

Spelling: spell correctly specific historical, academic, and literary terms used in course materials;

Spelling: use a variety of print and electronic resources to flag possible errors and improve spelling (e.g., understand the limitations of electronic spell checkers; use dictionaries when in doubt about spelling);

Punctuation: use punctuation correctly and thoughtfully to clarify meaning, to show the grammatical relationships between words, and to add emphasis;

Punctuation: use commas correctly with restrictive and non-restrictive words, phrases, and clauses;

Punctuation: introduce and punctuate long quotations correctly in the body of an essay;

LA1.05 - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar, usage, spelling, and punctuation, as prescribed for this course (e.g., consult recognized style guides for information about language conventions);

MD1.01 - demonstrate critical thinking skills by identifying bias and by analysing explicit and implicit messages in media works (e.g., explain the effect of images used in a film; identify the perspective of a newspaper or magazine).

Prior Knowledge & Skills

Students draw on experience with e-mail, slang, and regional dialects.

Planning Notes

· Prepare informal diagnostic tool to assess students’ knowledge and understanding of grammar conventions.

· Prepare discussion outline on twentieth-century English in light of current usage and language theories.

· Prepare specific exercises for intensive grammar study and a summative grammar quiz.

Teaching/Learning Strategies

· Students read various (electronic and print) articles about world English and its use in the new millennium.

· Discuss the issues raised in the articles together as a class.

· Distribute copy of analytic response rubric and assign analytic responses to magazine and newspaper articles about current usage issues.

· Guide students through intensive grammar review with extensive practical application and exercises.

· Students write a summative grammar quiz with a focus on application.

Assessment & Evaluation of Student Achievement

· analytic responses (rubric) (Appendix 2)

· grammar exercises (completion)

· summative grammar quiz

Accommodations

· For written assignments such as an analytic response, students can be accommodated with use of a computer.

· A written assignment may also require a scribe or dictation given by an Educational Assistant.

· A quiz may require multiple-choice format, more time for completion, or an Educational Assistant for extra help in working one-on-one with a student.

Resources

Burchfield, R.W. The New Fowler’s Modern English Usage, 3rd ed. Oxford: Oxford UP, 1996.

Hayakawa, S.I. and Eugene. Choose the Right Word: A Contemporary Guide to Selecting the Precise Word for Every Situation, 2nd ed. New York: Harper Collins, 1994.

Hoffman, Eva. Lost In Translation. New York: Penguin, 1989.

Ingram, Jay. Talk, Talk, Talk. Toronto: Penguin, 1993.

Kellow, Brian and John Krisak. Language Matters: expression, usage, structure. Don Mills: Oxford UP, 1996.

Luengo, Anthony. Canadian Writer’s Handbook. Scarborough: Prentice Hall, 1995.

Marlyn, John. Under the Ribs of Death. Toronto : McClelland & Stewart, 1957.

Miller, Casey and Kate Swift. The Handbook of Nonsexist Writing. New York: Lippincott & Crowell, 1980.

O’Conner, Patricia. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English. New York: Putnam, 1996.

Pinker, Steven. The Language Instinct. New York: Harper, 1994.

Proctor, Margaret and Margot Northey. Writer’s Choice. Toronto: Prentice-Hall, 1998.

Rice, Ruth. English Teacher’s Book of Instant Word Games. New York: The Centre for Applied Research in English, 1992.

Strunk, William and E.B. White. The Elements of Style, 4th ed. Boston: Allyn & Bacon, 2000.

Temple, Michael. English Homework Exercises. Oxford: Oxford UP, 1998.

Internet

http://www.utoronto.ca/writing/books6.html

Jerz’s Literacy Web Log – http://www.uwec.edu/Academic/Curric/jerzdg/writing/index.html

Writing Handouts – http://www.uwec.edu/jerzdg/orr/handouts/index.html

Websites for Students of English as a Second Language – http://www.utoronto.ca/writing/other4.html

Online Writing Reference Tools – http://www.utoronto.ca/writing/other1.html

On-line Writing Advice from [Post-secondary] Institutions – http://www.utoronto.ca/writing/other2.html

Other Lists of Online Resources – http://www.utoronto.ca/writing/other3.html

E-zines

http://www.straightgoods.com/
http://www.salon.com/

Handout on Unbiased Language – http://www.utoronto.ca/writing/unbias.html

Appendices

Appendix 1 – Double-entry Journal Response Rubric

Appendix 2 – Analytic Response Rubric

Appendix 1

Activity 1: Double-entry Journal Response Rubric

Achievement Categories/ Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Thinking/Inquiry
- response uses specific and relevant evidence from the poem - response displays an insightful understanding of the issues raised in the poem LS1.02	- response is based on a limited number of details from each poem - response displays a limited understanding of the issues raised in the poem	- response is based on few details from each poem - response displays moderate understanding of the issues raised in the poem	- response is based on a considerable number of details from each poem - response displays a considerable understanding of the issues raised in the poem	- response is based on a high number of details from each poem - response displays a high degree of understanding of the issues raised in the poem
- response analyses the effect of the poet’s choices of language, syntax, literary and rhetorical devices - response explains the overall effect of the poem LS3.03	- response is based on limited understanding of literary conventions and devices - response displays a limited level of insight into the overall effect of the poem	- response is based on some understanding of literary conventions and devices - response displays some level of insight into the overall effect of the poem	- response is based on considerable understanding of literary conventions and devices - response displays a considerable level of insight into the overall effect of the poem	- response is based on a high degree of understanding of literary conventions and devices - response displays a high level of insight into the overall effect of the poem
Application
- response extends vocabulary by defining the denotative and connotative meanings of unfamiliar words LA1.01	- identifies and explains levels of meaning with limited effectiveness	- identifies and explains levels of meaning with some effectiveness	- identifies and explains levels of meaning with considerable effectiveness	- identifies and explains levels of meaning with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2

Activity 6: Analytic Response Rubric

Achievement Categories/ Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Thinking/Inquiry
- insightful analysis of article’s discussion about language usage and/or theory MD1.01	- uses critical thinking skills and analysis with limited effectiveness to draw conclusions about the relevance and accuracy of information in the article	- uses critical thinking skills and analysis with moderate effectiveness to draw conclusions about the relevance and accuracy of information in the article	- uses critical thinking skills and analysis with considerable effectiveness to draw conclusions about the relevance and accuracy of information in the article	- uses critical thinking skills and analysis with a high degree of effectiveness to draw conclusions about the relevance and accuracy of information in the article
Application
- correct use of grammar, usage, spelling, and punctuation in the analytic response paper WR5.04	- uses the required language conventions with limited accuracy and effectiveness	- uses the required language conventions with some accuracy and effectiveness	- uses the required language conventions with considerable accuracy and effectiveness	- uses the required language conventions accurately and effectively all or almost all of the time

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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