eng iii curriculum map - montgomery county public … · english iii curriculum map six ......

ENGLISH III CURRICULUM MAP

Six Weeks

Unit Unit Focus Reading: Literature

Reading: Info. Text

Writing Speaking &

Listening

Language

1st NEW WORLD RL.11/12.1 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.11/12.4. 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. (Include Shakespeare as well as other authors.) RL.11/12.5 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.11/12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics RI.11/12.1 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. RI.11/12..2. Determine two or more 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 provide a complex analysis; provide an objective summary of the text. RI.11/12.6. 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. W.11/12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.11/12.1A. Initiate and participate effectively in a

RL 11-12.1 RL 11-12.4 RL 11-12.5 RL 11-12.9 RL 11-12.6

RI 11-12.1 RI 11-12.2 RI 11-12.6

W 11-12.4 SL 11-12.1a


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. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

1st REVOLUTION RL.11/12.1 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.11/12.4. 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. (Include Shakespeare as well as other authors.) RL.11/12.5 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.11/12.1 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. RI.11/12.2. Determine two or more central ideas of a text and analyze their development over the cours e of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11/12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of

RL 11-12.1 RL 11-12.4 RL 11-12.5

RI 11-12.1 RI 11-12.2 RI 11-12.5 RI 11-12.8 RI 11-12.9

W 11-12.1a W 11-12.1b W 11-12.1c W 11-12.1d W 11-12.1e

SL 11-12.4

L 11-12.1a L 11-12.12.1b


constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11/12.9. Analyze seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln‘s Second Inaugural Address) for their themes, purposes, and rhetorical features. W.11/12.1A. Write arguments to support claims in an

analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W.11/12.1B. Write arguments to support claims in an


reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience‘s knowledge level, concerns, values, and possible biases. W.11/12.1C. Write arguments to support claims in an


reasoning and relevant and sufficient evidence. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.11/12.1D. Write arguments to support claims in an


reasoning and relevant and sufficient evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of


the discipline in which they are writing. W.11/12.1E. Write arguments to support claims in an


reasoning and relevant and sufficient evidence. e. Provide a concluding statement or section that follows from and supports the argument presented. SL.11/12.4. 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. L.11/12.1A. Demonstrate command of the conventions

of standard English grammar and usage when writing

or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references as needed.

2nd AMERICAN ROMANTICISM

RL.11/12.1 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.11/12.2. 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.11/12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics RI.11/12.1 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. RI.11/12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one

RL 11-12.1 RL 11-12.2 RL 11-12.9 RL 11-12.5

RI 11-12.1 RI 11-12.2

W 11-12.3 SL 11-12.4


another to provide a complex analysis; provide an objective summary of the text. RI.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. W 11/12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a

problem, situation, or observation and its significance,

establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a

smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. SL 11-12.4 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. L 11-12.4 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. a. Use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a

word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d.. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

2nd A TROUBLED NATION

RL.11/12.1 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 11-12.3 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). RI.11/12.1 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. RI.11/12.2. Determine two or more 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 provide a complex analysis; provide an objective summary of the text. RI 11-12.3 Analyze a complex set of ideas or sequence

of events and explain how specific individuals, ideas, or

events interact and develop over the course of the text.

RL 11-12.1 RL 11-12.3

RI 11-12.1 RI 11-12.2 RI 11-12.3

W 11-12.5 SL 11-12.2 L 11-12.2


W 11-12.5 Develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most

significant for a specific purpose and audience. SL 11-12.2 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. L 11-12.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

3rd EMERGING MODERNISM





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). RI 11-2.5 Analyze and evaluate the effectiveness of the

structure an author uses in his or her exposition or

argument, including whether the structure makes points

clear, Convincing, and engaging. RI 11-12.8 Delineate and evaluate the reasoning in

seminal U.S. texts, including the application of

constitutional principles and use of legal reasoning

(e.g., in U.S. Supreme Court majority opinions and

dissents) and the premises, purposes, and arguments

in works of public advocacy (e.g., The Federalist,

presidential addresses). RI 11-2.9. Analyze seventeenth-, eighteenth-, and

nineteenth-century foundational U.S. documents of

RL 11-12.1 RL 11-12.3

RI 11-12.5 RI 11-12.8 RI LL-12.9

W 11-12.1 W 11-12.4 W 11-12.6

SL 11-12.4

L 11-12.1


historical and literary significance (including The

Declaration of Independence, the Preamble to the

Constitution, the Bill of Rights, and Lincoln’s Second

Inaugural Address) for their themes, purposes, and

rhetorical features. W 11-12.1 Write arguments to support claims in an


reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish

the significance of the claim(s), distinguish the claim(s)

from alternate or opposing claims, and create an

organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and

thoroughly, supplying the most relevant evidence for

each while pointing out the strengths and limitations of

both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible

biases. c. Use words, phrases, and clauses as well as varied

syntax to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,

and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective

tone while attending to the norms and conventions of

the discipline in which they are writing. e. Provide a concluding statement or section that

follows from and supports the argument presented. W 11-12. 4. Produce clear and coherent writing in

which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in

standards 1–3 above.) significant for a specific purpose and audience. W 11-12.6. Use technology, including the Internet, to

produce, publish, and update individual or shared

writing products in response to ongoing feedback,


including new arguments or information. SL 11-12.4 Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience. W 11-12.1. Demonstrate command of the conventions

of standard English grammar and usage when writing

or speaking. a. Apply the understanding that usage is a matter of

convention, can change over time, and is sometimes

contested. b. Resolve issues of complex or contested usage,

consulting references as needed.

3rd Challenges and Successes of the Twentieth Century





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 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a

play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one

play by Shakespeare and one play by an American

dramatist.) RI 11-12.5 Analyze and evaluate the effectiveness of

the structure an author uses in his or her exposition or

argument, including whether the structure makes points

clear, convincing, and engaging. RI 11-2.8 Delineate and evaluate the reasoning in




RL 11-12.1 RL 11-12.3 RL 11-12.7

RI 11-12.5 RI 11-12.8 RI 11-12.9

W 11-12.1 W 11-12.4 W 11-12.5 W 11-12.6

SL 11-12.4 L 11-12.1a L 1-12.1b


dissents) and the premises, purposes, and arguments

in works of public advocacy (e.g., The Federalist,

presidential addresses). RI 11-12.9 Analyze seventeenth-, eighteenth-, and






rhetorical features. W11-12.1 Write arguments to support claims in an


reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish

the significance of the claim(s), distinguish the claim(s)

from alternate or opposing claims, and create an

organization that logically sequences claim(s),

counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and


each while pointing out the strengths and limitations of

both in a manner that anticipates the audience’s


biases. c. Use words, phrases, and clauses as well as varied

syntax to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,

and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective

tone while attending to the norms and conventions of

the discipline in which they are writing. e. Provide a concluding statement or section that

follows from and supports the argument presented. W 11-12.4 Produce clear and coherent writing in


appropriate to task, purpose, and audience.


W 11-12.5 Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is

most significant for a specific purpose and audience. W 11-12.6 Use technology, including the Internet, to

produce, publish, and update individual or shared


including new arguments or information. SL 11-12.4 Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience. L 11-12.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or

speaking. a. Apply the understanding that usage is a matter of





Unit: NEW WORLD

Standard Learning Target

RL.11/12.1 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 11-12.4 I Can:

● Read and comprehend grade-level text.

● Review literary terms relating to poetry, drama, and fiction.

● Review textual evidence.

● Examine patterns within a text, focusing on words, syntax, etc.

● Make a judgment regarding the explicit and implicit patterns in a text.

● Formulate a response that links evidence to judgment.

● Analyze sections of text that are unclear.

● Justify how evidence supports claim or judgment.

● 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.11/12.4. 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. (Include Shakespeare as well as other

authors.)

RL. 11-12.4 I Can:

● Review context clues.

● Review diction, figurative language, and tone (both formal and informal).

● Read and comprehend grade-level text.

● Identify figurative and connotative words and phrases.

● Analyze the connotative meanings of self-selected words and phrases.

● Classify the translated words and phrases according to categories of tone.

● Critique the language for its freshness, engagement, and beauty.

● Evaluate the impact of specific words and phrases on tone and meaning, as well as words with multiple meanings.

RL.11/12.9. Demonstrate knowledge of eighteenth-,

nineteenth- and early-twentieth-century foundational

RL. 11-12.9 I Can:


works of American literature, including how two or

more texts from the same period treat similar

themes or topics

● Identify similar themes in two or more texts from the same time period.

● Examine the various authors’ approaches to similar themes.

● Prepare to relate themes in American Literature to the European perspective in 12th grade.

RI.11/12.6. 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.

RI. 11-12.6 I Can:

● Determine the point of view of the speaker or author. ● Explore the historical significance/perspective in which the text was written. ● Recognize the use of satire, sarcasm, irony, understatement, and how it impacts tone. ● Reflect on how effective diction impacts tone and gives meaning to the text. ● Analyze how the author’s collective elements of style (identified in the bullets above), create

beauty or persuade the reader.

W.11/12.4. Produce clear and coherent writing in



W.11-12.4 I Can:

● Identify the task. ● Clarify the purpose. ● Determine the audience. ● Produce writing that is clear, having a sense of task, purpose, and audience. ● Analyze sentence structure (i.e. parallelism, repetition, other rhetorical devices). ● Analyze for sentence variety (syntax). ● Edit and revise for coherence. ● Generate a piece of writing with appropriate style for the given task. ● Produce clear and coherent writing in which the development, organization, and style are


SL.11/12.1A. 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. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL-11-12.1 I Can:

● Prepare for discussion by reading the text, conducting necessary research, and/or annotating

text. ● Determine the group dynamic (assign roles and establish expectations within various -sized

groups) ● Maintain civility by adhering to established rules ● Create an environment that encourages the interesting or opposing viewpoints ● Pose probing questions that require logical and ethical responses, rather than simply emotional

ones ● Address all sides of the issue


● Evaluate evidence for relevance, credibility to ensure adequate support of position(s) and /or

persuasiveness ● Evaluate opposing viewpoints. ● Synthesize evidence provided and generate new research when appropriate to resolve

conflicting evidence or viewpoints ● Evaluate whether position is superficial or incisive and revise to ensure depth of discussion ● 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. ● Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence

made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Unit: REVOLUTION


RL.11/12.4. 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. (Include Shakespeare as well as other authors.)

RL. 11-12.4 I Can:

● Review context clues. ● Review diction, figurative language, and tone (both formal and informal). ● Read and comprehend grade-level text. ● Identify figurative and connotative words and phrases. ● Analyze the connotative meanings of self-selected words and phrases. ● Classify the translated words and phrases according to categories of tone. ● Critique the language for its freshness, engagement, and beauty. ● Evaluate the impact of specific words and phrases on tone and meaning, as well as words with

multiple meanings.

RI.11/12.5. Analyze and evaluate the effectiveness

of the structure an author uses in his or her

exposition or argument, including whether the

structure makes points clear, convincing, and

engaging.

RL. 11-12.5 I Can:

● Review author’s use of specific plot structure

devices (i.e. flashback, pacing, flash-forward, parallel plot, frame narrative). ● Read and comprehend grade-level text. ● Question author’s choice of structural devices in


terms of impact on text. ● Critique effects of author’s structural choices

in terms of comedic or tragic resolution. ● Hypothesize the impact of different structural

designs. ● 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.

RI.11/12.8. Delineate and evaluate the reasoning in




dissents) and the premises, purposes, and

arguments in works of public advocacy (e.g., The

Federalist, presidential addresses).

RI. 11-12.8 I Can:

● Identify fact and opinion in a text. ● Recognize premise, purpose, argument, legal reasoning, and constitutional principles. ● Identify premise, purpose, and arguments within a U.S. text. ● Distinguish between constitutional principles and legal reasoning within a U.S. text. ● Analyze how U.S. documents apply specific constitutional principles and identify specific

examples of those principles. ● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional

principles and use of legal reasoning (U.S. Supreme Court majority opinions and dissents) and

the premises, purposes, and arguments in the works of public advocacy (Federalist addresses,

presidential addresses).

RI.11/12.9. Analyze seventeenth-, eighteenth-, and

nineteenth- century foundational U.S. documents of



Constitution, the Bill of Rights, and Lincoln‘s Second


rhetorical features.

RI. 11-12.9 I Can:

● Explain how historical and literary documents present similar ideas. ● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to

consider their themes, purposes, and language as related to specific time periods and

purposes.

W.11/12.1A. Write arguments to support claims in

an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s), distinguish

W. 11-12.1.a I Can:

● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition


the claim(s) from alternate or opposing claims, and

create an organization that logically sequences

claim(s), counterclaims, reasons, and evidence.

● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that logically

sequences claim(s), counterclaims, reasons, and evidence.

W.11/12.1B. Write arguments to support claims in


reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and


each while pointing out the strengths and limitations

of both in a manner that anticipates the aud ience‘s


biases.

W. 11-12.1.b I Can:

● Compose body paragraphs incorporating claims and evidence ● Develop unity and consistency within the textual structure in order to create and maintain focus ● Incorporate a minimum of two pieces of specific evidence that support each reason for both

claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs,

examples, expert opinion, fact/statistics, etc.) ● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence

for each while pointing out the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level, concerns, values, and possible biases.

W.11/12.1C. Write arguments to support claims in


reasoning and relevant and sufficient evidence. c. Use words, phrases, and clauses as well as

varied syntax to link the major sections of the text,

create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons

and evidence, and between claim(s) and

counterclaims.

W.11-12.1.c I Can:

● Recognize the need and value for varied syntax. ● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s). ● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,

create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and

between claim(s) and counterclaims.

W.11/12.1D. Write arguments to support claims in


reasoning and relevant and sufficient evidence. d. Establish and maintain a formal style and

objective tone while attending to the norms and

conventions of the discipline in which they are

writing.

W.11-12.1.d I Can:

● Identify formal style ● Evaluate objective tone within the text of the writing ● Justify the use of standard English and non-standard English according to audience, purpose,

and content ● Apply norms and conventions to satisfy purpose ● Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.


W.11/12.1E. Write arguments to support claims in


reasoning and relevant and sufficient evidence. e. Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.1.e I Can:

● Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis, call to action) ● Arrange a logical summation stemming from the claim ● Provide a concluding statement or section that follows from and supports the argument

presented.

SL.11/12.4. 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.

SL.11-12.4 I Can:

● Research material on an appropriate topic ● Establish position based on research findings ● Assess possible fallacies in reasoning, considering alternative or opposing perspectives ● Organize and present material appropriate to task, purpose, and audience ● Utilize stylistic elements to develop material in a range of formal and informal tasks ● 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.

L.11/12.1A. Demonstrate command of the

conventions of standard English grammar and

usage when writing or speaking. a. Apply the understanding that usage is a matter of




L. 11-12.1 I Can:

● Understand conventions of Standard English grammar ● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of Standard English grammar and usage when

writing or speaking.


Unit: AMERICAN ROMANTICISM


RL.11/12.2. 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. 11-12.2 I Can:

● Review theme. ● Explain unbiased summary. ● Define universal theme and its application. ● Read and comprehend grade-level text. ● Examine patterns throughout the text, focusing on theme development. ● Show the development of each theme throughout the course of the text. ● Determine two or more theme statements based on specific details located in the text. ● Evaluate two or more themes within the text to determine their relationship and how they

interact together to produce the text. ● Formulate an unbiased/independent response regarding the theme or central idea. ● 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.11/12.9. Demonstrate knowledge of eighteenth-,

nineteenth- and early-twentieth-century foundational

works of American literature, including how two or

more texts from the same period treat similar

themes or topics.

RL. 11-12.9 I Can:

● Identify similar themes in two or more texts from the same time period. ● Examine the various authors’ approaches to similar themes. ● Prepare to relate themes in American Literature to the European perspective in 12th grade.

RI.11/12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI. 11-12.5 I Can:

● Examine the parts of the text to see how author structures the text. ● Assess the effectiveness of the structure in achieving the author’s purpose. ● Analyze how the structure makes the meaning clear. ● Analyze how the structure makes the points of the text convincing and engaging. ● Evaluate how the author’s structure and craft create aesthetic impact.

W 11/12.3 Write narratives to develop real or

imagined experiences or events using effective

technique, well-chosen details, and well-structured

event sequences. a. Engage and orient the reader by setting out a

W 11-2.3 I Can:

● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot

lines, to develop experiences, events, and/or characters. ● Use a variety of techniques to sequence events so that they build on one another to create a


problem, situation, or observation and its

significance, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters;

create a smooth progression of

experiences or events. b. Use narrative techniques, such as dialogue,

pacing, description, reflection, and multiple plot

lines, to develop experiences, events, and/or

characters. c. Use a variety of techniques to sequence events

so that they build on one another to create a

coherent whole and build toward a particular tone

and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details,

and sensory language to convey a vivid picture of

the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and

reflects on what is experienced, observed, or

resolved over the course of the narrative.

coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,

suspense, growth, or resolution). ● Use precise words and phrases, telling details, and sensory language to convey a vivid picture

of the experiences, events, setting, and/or characters. ● Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.

SL 11-12.4 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.

SL.11-12.4 I Can:





L 11-12.4 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. a. Use context (e.g., the overall meaning of a

L. 11-12.4 I Can:

● Understanding context as a determining factor of word meaning ● Identify context clues ● Utilize appropriate reference materials (i.e. dictionaries, glossaries, thesauruses) in print and


sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a

word or phrase. b. Identify and correctly use patterns of word

changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its

precise meaning, its part of speech, its etymology,

or its standard usage. d.. Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).

digital form ● Identify the multiple meanings of words based on pronunciation, part of speech, connotation,

and denotation ● Differentiate and select inferred meanings and literal meanings from context and from reference

materials ● 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. .

Unit: A TROUBLED NATION


RL 11-12.3 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. 11-12.3 I Can:

● Read and comprehend grade-level text. ● Analyze plot structure. ● Evaluate how author’s choice of structural devices impacts plot development, elements (such

as climax, motivation, and conflict), setting, and characters. ● Justify the effectiveness of the author’s choices. ● 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.)

W 11-12.5 Develop and strengthen writing as


trying a new approach, focusing on addressing what

is most significant for a specific purpose and

audience.

W.11-12.5 I Can:

● Recognize the importance of determining audience and purpose by selecting prewriting

strategies to plan an essay. ● Evaluate periodically to maintain focus within the text. ● Edit work by possibly drafting multiple versions, considering new approaches in the format of


the text (i.e. newspaper article, poem, essay, letter) to determine effectiveness as it relates to

audience and purpose. ● Revise and rewrite essay according to changes necessary for an effective final draft. ● Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

SL 11-12.2 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-11-12.2 I Can:

● Identify print and non-print media (visual, quantitative, oral) to select information ● Evaluate relevancy of materials in a variety of formats (i.e. video, blog post, art, website, print

and non-print materials) ● Integrate selected sources to make informed decisions and solve complex problems ● Evaluate credibility and accuracy of information ● Discern and understand discrepancies among data gathered ● 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.

L 11-12.2 Demonstrate command of the conventions

of standard English capitalization, punctuation, and

spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

L. 11-12.2 I Can:

● Identify rules of capitalization, punctuation, and spelling ● Employ correct mechanics ● Understand purpose and correct use of the hyphen ● Apply appropriate rules of spelling including, but not limited to phonics, syllabication, stems,

(prefixes & suffixes) ● Demonstrate command of the conventions of standard Englis h capitalization, punctuation, and

spelling when writing.


Unit: EMERGING MODERNISM







RL. 11-12.3 I Can:





RI 11-2.5 Analyze and evaluate the effectiveness of

the structure an author uses in his or her exposition

or argument, including whether the structure makes

points clear, Convincing, and engaging.

RI. 11-12.5 I Can:


RI 11-12.8 Delineate and evaluate the reasoning in







RI. 11-12.8 I Can:


examples of those principles. ● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional




RI 11-2.9. Analyze seventeenth-, eighteenth-, and



RI. 11-12.9 I Can:

● Explain how historical and literary documents present similar ideas.





rhetorical features.

● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to


purposes.

W 11-12.1 Write arguments to support claims in






claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and


each while pointing out the strengths and limitations

of both in a manner that anticipates the audience’s


biases. c. Use words, phrases, and clauses as well as



between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and



writing. e. Provide a concluding statement or section that

follows from and supports the argument presented.

W. 11-12.1a I Can:

● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition ● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that logically

sequences claim(s), counterclaims, reasons, and evidence.

W. 11-12.1b I Can:


claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs,

examples, expert opinion, fact/statistics, etc.) ● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence

for each while pointing out the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level, concerns, values, and possible biases.

W.11-12.1c I Can:

● Recognize the need and value for varied syntax. ● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s).


● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,

create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and

between claim(s) and counterclaims.

W.11-12.1d I Can:



conventions of the discipline in which they are writing.

W.11-12.1e I Can:


presented.

W 11-12. 4. Produce clear and coherent writing

in which the development, organization, and style

are appropriate to task, purpose, and audience

(Grade-specific expectations for writing types are

defined in standards 1–3 above.) significant for a

specific purpose and audience.

W.11-12.4 I Can:

● Identify the task. ● Clarify the purpose. ● Determine the audience. ● Produce writing that is clear, having a sense of task, purpose, and audience. ● Analyze sentence structure (i.e. parallelism, repetition, other rhetorical devices). ● Analyze for sentence variety (syntax). ● Edit and revise for coherence. ● Generate a piece of writing with appropriate style for the given task. ● Produce clear and coherent writing in which the development, organization, and style are


W 11-12.6. Use technology, including the

Internet, to produce, publish, and update individual

or shared writing products in response to ongoing

W.11-12.6 I Can:

● Determine most effective multimedia format for creating, refining, and collaborating on writing


feedback, including new arguments or information. task. ● Produce writing that individual or shared. ● Arrange materials in a grade-level appropriate format. ● Publish writing in a digital format. ● Critique the writing of others and receive critiques from others on one’s own writing by offering

alternate views and new information. ● Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, in response to ongoing feedback, including new arguments or information.

SL 11-12.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.11-12.4 I Can:





L 11-12.1. Demonstrate command of the

conventions of standard English grammar and

usage when writing or speaking. a. Apply the understanding that usage is a matter

of convention, can change over time, and is

sometimes contested. b. Resolve issues of complex or contested usage,


L. 11-12.1 I Can:

● Understand conventions of standard English grammar ● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of standard English grammar and usage when



Unit: CHALLENGES AND SUCCESSES OF THE 20TH CENTURY







RL. 11-12.3 I Can:





RL 11-12.7 Analyze multiple interpretations of a

story, drama, or poem (e.g., recorded or live

production of a play or recorded novel or poetry),

evaluating how each version interprets the source text. (Include at least

one play by Shakespeare and one play by an

American dramatist.)

RL. 11-12.7 I Can:

● Examine varied interpretations of a single work or selection (audio or visual production of a play

or novel). ● Evaluate how each version interprets the work or selection

RI 11-12.5 Analyze and evaluate the effectiveness

of the structure an author uses in his or her

exposition or argument, including whether the

structure makes points clear, convincing, and

engaging.

RI. 11-12.5 I Can:


RI 11-2.8 Delineate and evaluate the reasoning in







RI. 11-12.8 I Can:


examples of those principles.


● Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional




RI 11-12.9 Analyze seventeenth-, eighteenth-, and




Constitution, the Bill of Rights, and Lincoln’s

Second Inaugural Address) for their themes,

purposes, and rhetorical features.

RI. 11-12.9 I Can:

● Explain how historical and literary documents present similar ideas. ● Examine historical documents. ● Paraphrase document's theme and purpose. ● Interpret rhetorical and stylistic devices author uses to develop what is being advocated. ● Evaluate effectiveness of author's rhetorical choices in terms of advocacy. ● Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to


purposes.

W 11-12.1 Write arguments to support claims in






claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and

thoroughly, supplying the most relevant

evidence for each while pointing out the strengths

and limitations of both in a manner that anticipates

the audience’s knowledge level, concerns, values,

and possible biases. c. Use words, phrases, and clauses as well as



between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and


W 11-12.1a I Can:

● Introduce a claim based on valid reasoning. ● Establish the significance of the claim. ● Distinguish between values of chosen claim and inferiority of possible opposition ● Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis) ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W 11-12.1.b I Can:


claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinion, fact/statistics, etc.)

● Evaluate claims and counterclaims for fair and relevant information ● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence

for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

W 11-12.1.c I Can:

● Recognize the need and value for varied syntax.



writing. e. Provide a concluding statement or section that

follows from and supports the argument presented. W 11-12.4 Produce clear and coherent writing in


appropriate to task, purpose, and audience. W 11-12.5 Develop and strengthen writing as


trying a new approach, focusing on addressing what

is most significant for a specific purpose and

audience. W 11-12.6 Use technology, including the Internet,

to produce, publish, and update individual or shared


including new arguments or information.

● Demonstrate syntactic variety. ● Classify transitional words, phrases, clauses and sentence structure for cohesion. ● Evaluate methods of effectively linking claims to evidence cohesively. ● Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s). ● Justify the evidence supporting claim(s) and refuting counterclaim(s). ● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,

create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and between claim(s) and counterclaims.

W 11-12.1.d I Can:



conventions of the discipline in which they are writing. W 11-12.1.e I Can:


presented.

SL 11-12.4 Present information, findings, and

supporting evidence such that listeners can follow

the line of reasoning and the organization,

development, and style are appropriate to task,

purpose, and audience.

SL.11.4 I Can…


perspective, such that listeners can follow the line of reas oning, alternative or opposing



L 11-12.1 Demonstrate command of the conventions

of standard English grammar and usage when


L. 11-12.1 I Can…

● Understand conventions of Standard English grammar


a. Apply the understanding that usage is a matter

of convention, can change over time, and is

sometimes contested. b. Resolve issues of complex or contested usage,


● Demonstrate proper usage in both writing and speaking following conventions ● Recognize that language can change over time as dictated by context, audience, and purpose ● Locate and utilize reliable references to resolve issues of complex or contested usage ● Demonstrate command of the conventions of Standard English grammar and usage when


eng iii curriculum map - montgomery county public … · english iii curriculum map six ......

Documents