projected curriculum map - neshaminy school district€¦ · curriculum map big ideas/enduring...

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CURRICULUM MAP

Big Ideas/Enduring Understandings : Historical and cultural development of early heroes that influenced its first literature.

The struggle between good and evil and the role of fate is a human reality.

Essential Questions: What makes a true hero? Does fate control our lives ?

English 12 September (June 2013)

Common Core Standards Content Skills Assessment

Reading Literature

Key Ideas and Details

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.11-12.3 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).

Craft and Structure

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,

(Summer Reading)

Mandatory Texts Fiction (choice of

one)

Brave New World (Aldous Huxley)

Like Water For Chocolate (Laura

Esquivel)

The Alchemist (Paulo Coelho)

Mandatory Texts (Summer

Reading): Memoir

Maus (Art Spiegelman)

*Literary elements (RL11-12.3)

Mandatory Text : Beowulf

Optional Text :

“The Seafarer”

“The Wife’s Lament”

“The Wanderer”

Grendel

Thirteenth Warrior

Reading Literature: Anglo-Saxon

Literature

*Poetic Elements (RL11-12.3)

-Kennings

-Caesura

-Alliteration

* Explain and interpret literary elements

(RL11-12.3)

* Plot

-Structure

-Conflict

* Characterization

* Theme

* Point of View (RL.11-12.6)

*Explain historical context and its

importance in literature of the period.

*Make inferences and draw conclusions

based on information (RL.11-12.1)

*Respond to an open-ended reading

question, selecting supporting evidence

(RL.11-12.1)

Reading Literature

Mandatory Text: Beowulf

*Use appropriate reading strategy

- Predict, visualize, connect,

question, clarify, and evaluate

-Establish a purpose for reading

Mandatory Assessment:

*Summer Reading objective

test (RL11-12.10)

*Open Ended reading response

(W11-12.9)

*Pennsylvania General

Scoring Guidelines For Open-

Ended

Reading Items

Summer Reading

Enrichment:

*Enrichment activities

-Group activities

-Visual interpretations

(SL11-12.5)

-Making connections with

contemporary issues

(SL 11-12.1)


*Reading check quizzes and/or

objective or subjective test

(RL11-12.10)

*Constructed Response

(W11-12.1a-e)

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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.11-12.6 Analyze a case in which

grasping point of view requires

distinguishing what is directly stated in a

text from what is really meant (e.g., satire,

sarcasm, irony, or understatement).

RL. 11-12.10 By the end of grade 12, read

and comprehend literary nonfiction at the

high end of the grades 11-CCR text

complexity band independently and

proficiently.

Writing

Text and Purposes

W11-12.1 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

*Poetic Genres

-Hero

-Setting

-Supernatural elements

*Literary Elements (RL11-12.3)

-Point of view

-Mood

-Theme

-Riddle

-Lyric

*Inferences based on textual evidence

(RL.11-12.1)

*Historic context of poem

Writing

*Grade-appropriate student writing

with focus and sense of audience,

task, topic (W11-12.4)

*Relevant, well-organized content

(W11-12.2.a)

*Observe the conventions of written

language (L11-12.1)

*Define, explain, and interpret poetic

devices used in Beowulf . (RL. 11-12.3)

*Make inferences about narrative bias and

its effect on textual development. (SL11-

12.1)

*Support inferences with textual evidence

(RL.11-12.1)

*Summarize important events and support

writing with textual citations.

(RL.11-12.1; RL.11-12.2)

Writing


language. (L11-12.2)

*Write a literary analysis supported by

textual citations. (W11-12.9)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Mandatory Transfer Tasks:

*Writing (choose one)

-Literary Analysis

-Expository Essay

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment

*Compose/Create own epic

(W11-12.3)

*Choice of creative project

*Journal/Reading

*Socratic Seminar(SL11-12.6)

*Recorded excerpts from

Beowulf (SL11-12.5)

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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.

W11-12.2 Write informative/explanatory

texts to examine and convey complex

ideas, concepts, and information clearly

and accurately through the effective

selection, organization, and analysis of

content.

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a. Introduce a topic; organize

complex ideas, concepts, and

information so that each new

element builds on that which

precedes it to create a unified

whole; include formatting

(e.g., headings), graphics (e.g.,

figures, tables), and

multimedia when useful to

aiding comprehension.

b. Use appropriate and varied

transitions and syntax to link

the major sections of the text,

create cohesion, and clarify the

relationships among complex

ideas and concepts.

c. Use precise language, domain-

specific vocabulary, and

techniques such as metaphor,

simile, and analogy to manage

the complexity of the topic.






writing.

W11-12.3 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

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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.

Production and Distribution of Writing

W11-12.4 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.)

Research to Build and Present Knowledge

W11-12.5 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. (Editing for conventions should

demonstrate command of Language

standards 1–3 up to and including grades

11–12 on page 55.)

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W11-12.9 Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

a. Apply grades 11–12 Reading

standards to literature (e.g.,

“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”).

Speaking and Listening

Comprehension and Collaboration

SL11-12.1 Initiate and participate

effectively in a range of collaborative

discussions (one-on-one, in groups, and

teacher-led) with diverse partners on

grades 11–12 topics, texts, and issues,

building on others’ ideas and expressing

their own clearly and persuasively.

a Propel conversations by posing

and responding to questions that

probe reasoning and evidence;

ensure a hearing for a full range of

positions on a topic or issue;

clarify, verify, or challenge ideas

and conclusions; and promote

divergent and creative

perspectives.

b. Respond thoughtfully to

diverse perspectives;

synthesize comments, claims,

and evidence made on all sides


*Large and small group discussions

(SL11-12.1)

*Ask clarifying questions

(SL11-12.1)


*Identify and explain ideas of heroism.

*Apply text to self and text to world.

(SL11-12.1)

*Recognize and interpret elements of

Anglo-Saxon writing within the text.

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of an issue; resolve

contradictions when possible;

and determine what additional

information or research is

required to deepen the

investigation or complete the

task.

SL11-12.5 Make strategic use of digital

media (e.g., textual, graphical, audio,

visual, and interactive elements) in

presentations to enhance understanding of

findings, reasoning, and evidence and to

add interest.

SL11-12.6) Adapt speech to a variety of

contexts and tasks, demonstrating a

command of formal English when

indicated or appropriate.

Language

Conventions of Standard English

L11-12.1 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 (e.g., Merriam-

Webster’s Dictionary of

English Usage, Garner’s

Modern American Usage) as

needed.


Vocabulary (RL11-12.4; L11-12.4)

Mandatory Text: Sadlier

Vocabulary Workshop Level G

* Context

*Word Structure

*Vocabulary and Reading

*Working with Analogies

*Historic development of language

* Multiple-meaning words

-Synonyms and antonyms

-Affixes

-Context clues

(L11-12.1)

Vocabulary

*Identify different language patterns

within Anglo-Saxon Literature

* Identify multiple-meaning words,

synonyms, and antonyms. (RL11-12.4;

L11-12.4a)

*Interpret unfamiliar words through use

of context clues (RL11-12.4; L11-12.4a)

*Use knowledge of word structure to

decode meaning (L11-12.3)

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conventions of standard English

capitalization, punctuation, and spelling

when writing.

a. Observe hyphenation

conventions.

b. Spell correctly.

Knowledge of Language

L11-12.3 Apply knowledge of language to

understand how language functions in

different contexts, to make effective

choices for meaning or style, and to

comprehend more fully when reading or

listening.

L11-12.4 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

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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).

L11-12.6 Acquire and use accurately

general academic and domain-specific

words and phrases, sufficient for reading,

writing, speaking, and listening at the

college and career readiness level;

demonstrate independence in gathering

vocabulary knowledge when considering a

word or phrase important to

comprehension or expression.

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CURRICULUM MAP

Big Ideas/Enduring Understandings : Creating a character requires a sharp eye for detail, a keen understanding of people, and a brilliant imagination.

Stereotypes and archetypes help us to make sense of our world by enabling us to predict how people will behave.

Essential Questions: What makes a great character? Who really shapes society?

English 12 October-November (June 2013)


Reading Literature



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.












and developed).

Craft and Structure







Mandatory Text:

The Canterbury Tales

Optional Texts:

Le Morte D’Artur

Sir Gawain and the Green Knight

Monty Python and the Quest for the

Holy Grail

Inferno

Carpe Diem Poetry

“A Modest Proposal”

“A Vindication of the Rights of

Women”

Selections from Gulliver’s Travels

Ballads

Reading: Medieval Literature and

Restoration Literature

*Historic context

*Author’s purpose (RL.11-12.5)

*Reader’s concerns and arguments

*Topic, task, and audience

*Elements of satire and parody (RL.11-

12.5)

MandatoryText: The Canterbury

Tales

*Explain the impact of point of view

upon the way the story is told) and

interpret its effectiveness

(RL.11-12.6 )

*Identify style and characteristics of

Chaucer’s writing

*Make inferences about the author’s

intended purpose (RL11-12.5) and

provide textual evidence (RL.11-

12.1)

*Connect the text to contemporary

ethical issues.

*Distinguish between satire and

parody.

Optional Texts: Le Morte D’Artur,

Sir Gawain and the Green Knight,

Carpe Diem poetry, Inferno

*Analyze components of fiction

(RL.11-12.3)

-Evolution of the hero/villain

-Characters, conflicts, themes

and symbols


*Open-ended reading response

(W11-12.9)



(RL11-12.10)


*Writing (options)

-Literary Analysis

-Constructed Response

-Creative Writing

W11-12.1a-e)

(W11-12.2a-e)

(W11-12.3)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11-12.6)

Enrichment

*Compose/Create own satire


*Journal/Reading

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language that is particularly fresh, engaging,

or beautiful. (Include Shakespeare as well

as other authors.)


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.






Range of Reading and Level of Text

Complexity

RL.11-12.10 By the end of grade 11, read

and comprehend literature, including

stories, dramas, and poems, in the grades

11–CCR text complexity band proficiently,

with scaffolding as needed at the high end

of the range.

By the end of grade 12, read and

comprehend literature, including stories,

dramas, and poems, at the high end of the

grades 11–CCR text complexity band

independently and proficiently.

Reading Informational


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.

*Poetic elements (RL.11-12.3)

-Allegory

-Symbolism

*Satire and parody (RL.11-12.6)(L11-

12.5)

-Irony

-Tone

-Style

-Hyperbole

-Understatement

(L11-12.5)

*Myth/Legend

*Tragedy

*Romance

*Literary Elements (RL.11-12.3)

-Characterization

-Conflict/Plot

-Theme

-Conceit

-Paradox

-Metaphor

-Hyperbole

Reading: Nonfiction

*Author biography

*Historical and literary context

*Author’s purpose and text

organization (RI.11-12.5)

*Summarize plot of selected excerpts

and identify elements of literature

throughout summary (RL.11-12.2)

*Distinguish and recognize elements

of the Renaissance period in its

poetry and fiction

*Identify and analyze poetic terms

*Analyze the theme/purpose of poem

(RL.11-12.2)

*Summarize important events and

support writing with textual citations.

(RL.11-12.2)

*Recorded excerpts from The

Canterbury Tales (SL11-12.5)

*Group activities

*Making connections with

contemporary issues

*Write carpe diem poem (L11-

12.5)

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RI.11-12.2 Determine two or more central

ideas of a text and analyze their



one another to provide a complex analysis;


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.

Writing

Craft and Structure





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),


evidence.




relevant evidence for each while

pointing out the strengths and

limitations of both in a manner

that anticipates the audience’s


Writing

*Writing focused and supported with

textual citations (RL.11-12.1; RI.11-

12.1)

*Conventions of written language

(L11-12.1)

* Revision (W11-12.5)

Writing

*Write a grade-appropriate essay

containing

-Focus

-Relevant information

-Clear organization


language (L11-12.1)

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c. Use words, phrases, and clauses as

well as varied syntax to link the

major sections of the text, create



and reasons, between reasons and

evidence, and between


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.


texts to examine and convey complex ideas,

concepts, and information clearly and

accurately through the effective selection,

organization, and analysis of content.

a. Introduce a topic; organize complex

ideas, concepts, and information

so that each new element builds

on that which precedes it to

create a unified whole; include

formatting (e.g., headings),

graphics (e.g., figures, tables),

and multimedia when useful to


b. Develop the topic thoroughly by

selecting the most significant and

relevant facts, extended

14

definitions, concrete details,

quotations, or other information

and examples appropriate to the

audience’s knowledge of the

topic.

c. Use appropriate and varied

transitions and syntax to link the




ideas and concepts.

d. Use precise language, domain-





e. Establish and maintain a formal

style and objective tone while

attending to the norms and

conventions of the discipline in

which they are writing.

f. Provide a concluding statement or

section that follows from and

supports the information or

explanation presented (e.g.,

articulating implications or the

significance of the topic).



effective technique, well-chosen details, and

well-structured event sequences.


setting out a problem, situation,

or observation and its

significance, establishing one or

multiple point(s) of view, and

introducing a narrator and/or

15

characters; create a smooth


events.

b. Use narrative techniques, such as

dialogue, pacing, description,

reflection, and multiple plot lines,

to develop experiences, events,

and/or characters.


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).


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.





task, purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 1–3 above.)







16



11–12 on page 55.)

Research to Build and Present

Knowledge









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.

b. Work with peers to promote civil,

democratic discussions and

decision making, set clear goals

and deadlines, and establish

individual roles as needed

c. Propel conversations by posing and

responding to questions that

probe reasoning and evidence;

ensure a hearing for a full range

of positions on a topic or issue;


*Large and small group discussion

-Ask clarifying questions (SL11-

12.1)


*Recognize and interpret satire within

the text

*Apply text to self and text to world

(SL11-12.1)

17

clarify, verify, or challenge ideas

and conclusions; and promote

divergent and creative

perspectives.

SL11-12.4 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.

Language







capitalization, punctuation, and spelling

when writing.

a. Apply the understanding that

usage is a matter of

convention, can change over

time, and is sometimes

contested.




Webster’s Dictionary of

English Usage, Garner’s

Modern American Usage) as

needed.



different contexts, to make effective choices

Language



UNIT 1-2

Vocabulary


*Words from text (RL.11-12.4)

-Connotation, denotation

-Multiple-meaning words

-Synonyms, antonyms, affixes

-Context clues

-Literary context

*Appropriate reading strategies as

needed

Language

Vocabulary

*Use context to decode meaning

*Identify vocabulary/literary terms

*Identify multiple-meaning words,

synonyms, and antonyms in fiction

(RL.11-12.4) and nonfiction(RI.11-

12.4).

*Use affixes and context clues to

define unfamiliar words in fiction

(RL.11-12.4) and in nonfictional texts

(RI.11-12.4).

18

for meaning or style, and to comprehend

more fully when reading and listening.

a. Vary syntax for effort, consulting

references (e.g., Tufte’s Artful

Sentences) for guidance as

needed; apply an understanding

of sytax to the study of complex

texts when reading)





of strategies.


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).


specialized reference

materials (e.g., dictionaries,

glossaries, thesauruses), both

print and digital, to find the


determine or clarify its

precise meaning, its part of

speech, its etymology, or its

standard usage.



19


checking the inferred

meaning in context or in a

dictionary).

L11-12.5 Demonstrate understanding of

figurative language, word relationships, and

nuances in word meanings.

a. Interpret figures of speech

(e.g., hyperbole, paradox) in

context and analyze their

role in the text.

b. Analyze nuances in the

meaning of words with

similar-denotations.








word or phrase important to comprehension

or expression.

20

CURRICULUM MAP

Big Ideas/Enduring Understandings : Ambition is a motivating force.

Essential Questions: Why do people seek power? Can you ever be too ambitious?

English 12 December (June 2013)


Reading Literature





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.


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).

Craft and Structure


words and phrases as they are used in

the text, including figurative and

connotative meanings; analyze the

Reading: Renaissance Literature

*Elements of fiction

-Character

-Plot

* Structure

*Conflict

-Setting

-Theme(s)

*Dramatic conventions (RL.11-12.3)

-Tragedy

-Tragic hero/flaw

-Comic relief

-Aside

-Soliloquy

-Dialogue

-Stage directions

*Literary devices (RL.11-12.3)(L11-

12.5)

-Irony

-Paradox

-Allusion

-Symbolism

-Figurative language

-Simile

-Metaphor

-Hyperbole

-Foreshadowing

-Dramatic irony

Mandatory Text: Macbeth

*Identify style, characteristics of

Shakespearean writing (RL.11-12.10)

*Make text to world connections.

*Monitor understanding and select

appropriate strategy as needed: retelling,

paraphrasing, summarizing, visualizing.

*Research time period and connect to text

(W11-12.7)

*Identify, explain and analyze characters,

conflicts, themes and symbols (RL.11-12.3)

*Identify and apply literary terms specific

to drama.

*Explain the use of stage directions,

director’s notes in Shakespeare’s drama

*Explain how figurative language enhances

meaning (RL.11-12.4)

*Analyze dialogue through a close reading

of text.

*Identify/analyze stem quotes.

*Interpret text and apply supporting

quotations to written analysis.

Required Assessment:


objective or subjective test.

(RL11-12.5)

*Constructed reading response

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment


-Group activities


(SL11-12.5)


contemporary issues

Mandatory Transfer Task:

*Writing (options)

-Literary Analysis

-Expository Essay

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

21

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.)



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.

Integration of Knowledge and Ideas

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.)


Complexity

RL.11-12.10 By the end of grade 11,

read and comprehend literature,

including stories, dramas, and poems,

in the grades 11–CCR text complexity

band proficiently, with scaffolding as

needed at the high end of the range.

-Voice

-Iambic pentameter

-Blank verse


writing with textual citations. (RL.11-12.2)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment


*Journal/Reading

*Socratic Seminar (SL11-12.6)

*Recorded and visual excerpts

from Macbeth (SL11-12.5)

22


RI.11-12.1 Cite strong and thorough






Writing

Text and Purposes


claims in an analysis of substantive

topics or texts, using valid reasoning

and relevant and sufficient evidence.



establish the significance

of the claim(s), distinguish

the claim(s) from alternate

or opposing claims, and


logically sequences

claim(s), counterclaims,

reasons, and evidence.



thoroughly, supplying the

most relevant evidence for

each while pointing out the





values, and possible

biases.


Reading: Nonfiction

Author biography

Historical and literary context

Nonfiction articles

*Inferences based on analysis of

textual evidence (RI.11-12.1)

*Analysis key events

Writing

*Expository or analytical essay

-Focus

-Organization (W11-12.1)


(L.11-12.1)

*Self- and peer-revision of essay

(W.11-12.5)

*Double entry journals

Writing

*Compose an expository or analytical essay

-Maintain clear focus

-Provide cogent textual support for ideas

-Organize essay with effective

transitions and parallel structures.

(W11-12.1)


language (L.11-12.1)

*Revise in response to self- and peer-editing

*Write double-entry journals in response to

reading.

23





relationships between

claim(s) and reasons,

between reasons and


claim(s) and

counterclaims.


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.

W11-12.2 Write

informative/explanatory texts to

examine and convey complex ideas,


accurately through the effective


content.


complex ideas, concepts,

and information so that

each new element builds

on that which precedes it

to create a unified whole;

include formatting (e.g.,

headings), graphics (e.g.,


24



b. Use appropriate and varied

transitions and syntax to

link the major sections of

the text, create cohesion,

and clarify the

relationships among

complex ideas and

concepts.

c. Use precise language,

domain-specific

vocabulary, and techniques

such as metaphor, simile,

and analogy to manage the

complexity of the topic.



tone while attending to the

norms and conventions of

the discipline in which

they are writing.

Production and Distribution of

Writing



organization, and style are appropriate

to task, purpose, and audience. (Grade-

specific expectations for writing types

are defined in standards 1–3 above.)

W11-12.5 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

25

purpose and audience. (Editing for

conventions should demonstrate

command of Language standards 1–3

up to and including grades 11–12 on

page 55.)


Knowledge

W11-12.7 Conduct short as well as

more sustained research projects to

answer a question (including a self-

generated question) or solve a problem;

narrow or broaden the inquiry when

appropriate; synthesize multiple

sources on the subject, demonstrating

understanding of the subject under

investigation.

W11-12.8 Gather relevant information

from multiple authoritative print and

digital sources, using advanced

searches effectively; assess the

strengths and limitations of each source

in terms of the task, purpose, and

audience; integrate information

into the text selectively to maintain the

flow of ideas, avoiding plagiarism and

overreliance on any one source and

following a standard format for citation

W11-12.9 Draw evidence from literary

or informational texts to support

analysis, reflection, and research.

a. Apply grades 11–12

Reading standards to

literature (e.g.,

“Demonstrate

knowledge of

eighteenth-,

nineteenth- and early-

26

twentieth-century


American literature,

including how two or

more texts from the

same period treat

similar themes or

topics”).

Range of Writing

W11-12.10 Write routinely over

extended time frames (time for

research, reflection, and revision) and

shorter time frames (a single sitting or

a day or two) for a range of tasks,

purposes, and audiences.





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

Speaking and Listening (SL11-12.1)

*Large and small group discussion

-Clarifying questions

-Issues, information, ideas

-Peer review of writing


*Participate in small- and large-group

discussions

-Listen attentively to others’ comments

-Offer insights as well as appropriate

comments and questions

-Dramatic reading of literature

-Edit student writing (SL 11-12.1)

27

ideas.

b. Work with peers to

promote civil,

democratic discussions

and decision making,

set clear goals and

deadlines, and

establish individual

roles as needed.

SL11-12.3 Evaluate a speaker’s point

of view, reasoning, and use of evidence

and rhetoric, assessing the stance,

premises, links among ideas, word

choice, points of emphasis, and tone

used.

SL11-12.5 Make strategic use of

digital media (e.g., textual, graphical,

audio, visual, and interactive elements)

in presentations to enhance

understanding of findings, reasoning,

and evidence and to add interest.

SL11-12.6) Adapt speech to a variety

of contexts and tasks, demonstrating a



Language




grammar and usage when writing or

speaking.

a. Apply the understanding

that usage is a matter of

Vocabulary



UNIT 3


*Literary context

Vocabulary

*Identify vocabulary/literary terms.


synonyms, and antonyms in fiction (RL11-

12.4) and nonfiction (RI11-12.4).

*Use affixes and context clues to define

unfamiliar words in fiction (RL11-12.4and

28

convention, can change

over time, and is

sometimes contested.

b. Resolve issues of complex

or contested usage,

consulting references (e.g.,

Merriam-Webster’s

Dictionary of English

Usage, Garner’s Modern

American Usage) as

needed.



capitalization, punctuation, and

spelling when writing.

a. Spell correctly

b. Resolve issues of complex

or contested usage,


Merriam-Webster’s

Dictionary of English

Usage, Garner’s Modern

American Usage) as

needed.

L11-12.3 Apply knowledge of

language to understand how language

functions in different contexts, to make

effective choices for meaning or style,

and to comprehend more fully when

reading and listening.

a. Vary syntax for effort,

consulting references

(e.g., Tufte’s Artful

Sentences) for guidance

as needed; apply an

understanding of sytax

to the study of complex

texts when reading)

*Early Modern English (Shakespeare)

*Words from text (1.1.12.C.)




-Context clues

-Literary context

*Metacognitive strategies used

before, during, after reading

(1.1.12.D.)

Mandatory Text:

Macbeth

Assorted Sonnets

in nonfictional texts (RI11-12.4).

29

Vocabulary Acquisition

And Use

L11-12.4 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.


patterns of word changes

that indicate different

meanings or parts of

speech (e.g., conceive,




materials (e.g.,

dictionaries, glossaries,

thesauruses), both print

and digital, to find the




speech, its etymology, or

its standard usage.


determination of the

meaning of a word or

phrase (e.g., by checking

30

the inferred meaning in

context or in a dictionary).

L11-12.5 Demonstrate understanding

of figurative language, word

relationships, and nuances in word

meanings.

c. Interpret figures of

speech (e.g., hyperbole,

paradox) in context and

analyze their role in the

text.

d. Analyze nuances in the





words and phrases, sufficient for

reading, writing, speaking, and

listening at the college and career

readiness level; demonstrate

independence in gathering vocabulary

knowledge when considering a word or

phrase important to comprehension or

expression.

31

CURRICULUM MAP

Big Ideas/Enduring Understandings : Effective writing is a recursive process that conveys ideas, thoughts, and feelings through prewriting, drafting,

revising, editing, and publishing.

Purpose, topic, and audience guide types of writing.

Essential Questions: To what extent does the writing process contribute to the quality of writing? How does a writer create narrative, informational,

and persuasive pieces that respond to topic, purpose, and audience? How do we develop into effective writers?

English 12 January (June 2013)




RI.11-12.1/RL. 11-12.1 Cite strong and

thorough textual evidence to support analysis

of what the text says explicitly as well as



uncertain.

RI.11-12.2/RL. 11-12.2 Determine two or more

central ideas of a text and analyze their


including how they interact and build on one

another to provide a complex analysis; provide

an objective summary of the text.

Craft and Structure

RI.11-12.4/RL. 11-12.4 Determine the

meaning of words and phrases as they are used

in a text, including figurative, connotative, and

technical meanings; analyze how an author

uses and refines the meaning of a key term or

terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).

RI.11-12.5 Analyze and evaluate the

effectiveness of the structure an author uses in

his or her exposition or argument, including

Mandatory Texts:

Fiction or Nonfiction

*Various texts

-Online

-Print

Reading

*Metacognitive strategies to monitor

understanding of text

*Main ideas and relevant details

(RI.11-12.2)

*Author’s underlying assumptions

(RI.11-12.6)

*Comparison of a variety of texts

(RI.11-12.7)

*Text structure and organization

Reading

*Evaluate information for relevance

and reliability; identify stated or

implied main ideas and relevant

supporting details. (RI.11-12.2)

*Compare, analyze, and evaluate

connections between texts. (RI.11-

12.7)

*Make inferences and/or draw

conclusions based on information

from text. (RI.11-12.1)

*Cite evidence from the text to

support generalizations.( RI.11-12.1)

*Summarize the major points,

processes, and/or events of a

nonfictional text as a whole. (RI.11-

12.2)

*Explain and/or analyze the use of


*Write a MLA-styled research

paper with parenthetical

notation and works cited

according to the newest edition

(W11-12.1)

(W11-12.4)

(W11-12.5)

(W11-12.6)

(W11-12.7)

(W11-12.8)

(W11-12.10)

(L11-12.1)

(L11-12.2)

32

whether the structure makes points clear,

convincing, and engaging.

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.

Integration of Knowledge and Ideas

RI.11-12.7 Integrate and evaluate multiple

sources of information presented in different

media or formats (e.g., visually, quantitatively)

as well as in words in order to address a

question or solve a problem.


Complexity

RI.11-12.10 By the end of grade 11, read and

comprehend literary nonfiction in the grades

11–CCR text complexity band proficiently,

with scaffolding as needed at the high end of

the range.

Writing

Text and Purposes

W11-12.1 Write arguments to support claims

in an analysis of substantive topics or texts,

using valid reasoning and relevant and

sufficient evidence.


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,


Writing

*Research question (W11-12.8)

*Research process

*MLA Format

-Parenthetical Notation

-References

-Works Cited

-Pagination

-Title Page

-Headers and Footers

facts and opinions to make a point or

construct an argument in nonfictional

text. (RI.11-12.7)

*Explain and interpret the effect of

text organization (RI.11-12.5)

*Explain author’s purpose for

decisions about text organization and

content (RI.11-12.6)

*Make connections between the text

and graphics and charts. (RI.11-12.7)

*Explain the sequence of steps in a

list of directions.

Writing

*Formulate research question;

conduct research to answer question

and arrive at thesis.

*Organize documented essay


language. (L11-12.1; L11-12.3)

33

b. Develop claim(s) and counterclaims

fairly and thoroughly, supplying the

most relevant evidence for each while


limitations of both in a manner that

anticipates the audience’s knowledge

level, concerns, values, and possible

biases.


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.



supports the argument presented.


W11-12.4 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.)

W11-12.5 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. (Editing for

conventions should demonstrate command of

Language standards 1–3 up to and including

*Policy on Plagiarism (W11-12.8)

-Summary

-Paraphrase

-In text citations

*Research document

*Stages of the writing process (W11-

12.5)

*Stages of the revision process

(W11-12.5)

*Edit/Publish

(W11-12.6)

34

grades 11–12 on page 55.)

W11-12.6 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.

Research to Build and Present Knowledge

W11-12.7 Conduct short as well as more

sustained research projects to answer a

question (including a self-generated question)

or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple

sources on the subject, demonstrating

understanding of the subject under

investigation.

W11-12.8 Gather relevant information from

multiple authoritative print and digital sources,

using advanced searches effectively; assess the

strengths and limitations of each source in

terms of the task, purpose, and audience;

integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism

and overreliance on any one source and

following a standard format for citation.




a. Apply grades 11-12 Reading

standards to literature

(e.g.,”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


b. Apply grades 11-12 Reading

35

standards to literary nonfiction

(e.g., “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 Case majority

opinions and dissents] and

premises, purposes, and arguments

in works of public advocacy [e.g.,

the federalist, presidential

addresses]”).

Range of Writing

W11-12.10 Write routinely over extended time

frames (time for research, reflection, and

revision) and shorter time frames (a single

sitting or a day or two) for a range of tasks,

purposes, and audiences



SL11-12.1 Initiate and participate effectively in

a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse

partners on grades 11–12 topics, texts, and

issues, building on others’ ideas and expressing


SL11-12.2 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

SL11-12.3 Evaluate a speaker’s point of view,


*Small- and large-group discussions

(SL11-12.1)

*Opportunities to share writing and

to edit with peers



discussions (SL11-12.1)

*Read drafts of essay aloud to peer

editor.

*Respond to peer’s drafts of essay

with critical questions designed to

improve writing.

36

reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among

ideas, word choice, points of emphasis, and

tone used.

Presentation of Knowledge and Ideas

SL11-12.4 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.

Language



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.




Webster’s Dictionary of English

Usage, Garner’s Modern American

Usage) as needed.


conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Spell correctly



Language

Vocabulary



UNIT 4

*Multiple-meaning words, synonyms,

antonyms, affixes, and context clues

(RL11-12.4; L11-12.4 )

Language

Vocabulary

*Evaluate diction in outside readings

and self-edit for appropriate diction in

essay.

* Identify multiple-meaning words,

synonyms, and antonyms. (RL11-

12.4; L11-12.4)

* Use affixes and context clues to

define unfamiliar words (RL11-12.4;

L11-12.4)

37


Webster’s Dictionary of English

Usage, Garner’s Modern American

Usage) as needed.

Knowledge of Language


understand how language functions in different

contexts, to make effective choices for meaning

or style, and to comprehend more fully when


b. Vary syntax for effort,


Tufte’s Artful Sentences) for

guidance as needed; apply an

understanding of sytax to the

study of complex texts when

reading)

Vocabulary Acquisition and Use

L11-12.4 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.


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.,

38


thesauruses), both print and digital,

to find the pronunciation of a word

or determine or clarify its precise


etymology, or its standard usage.


determination of the meaning of a

word or phrase (e.g., by checking

the inferred meaning in context or

in a dictionary).

39

CURRICULUM MAP

Big Ideas/Enduring Understandings : Romantic poets thought that profound lessons could be learned from nature.

Become effective readers of poetry.

Essential Questions: What can people learn from nature? How do reading strategies help us become effective readers of poetry?

English 12 February (June 2013)


Reading Literature







uncertain.







Craft and Structure












Reading Literature

Mandatory Text: Selection of

Romantic Poetry

*Author’s purpose (RL.11-12.5)

*Figurative Language (RL.11-12.6 )

(L11-12.5)

-Irony

-Understatement

-Overstatement

-Paradox

-Personification

-Simile

-Metaphor

-Hyperbole

*Sound Techniques (RL.11-12.5)

-Rhyme Scheme

-Rhythm

-Meter

-Alliteration

-Assonance

-Consonance

*Literary Structures (RL.11-12.5)

-Foreshadowing

-Flashback

-Progressive and digressive

Reading Literature

Mandatory Text: Romantic Poetry

*Identify different language patterns

within poems

*Analyze selected poems by British

authors

*Identify themes, figurative language,

sound devices, literary elements,

rhyme scheme, and style (RL.11-

12.4)

-Define literary terms and

figurative language

-Identify, recognize, and analyze

elements of poetry and their purpose

in poetry.

*Interpret and analyze author’s

purpose. (RL.11-12.5)

*Analyze poem’s diction and how it

contributes to meaning.

*Analyze a poem’s form and how it

contributes to meaning.


*Open-ended reading

response (W11-12.9)


*Writing

-Constructed Response

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment (Optional)

*Objective Test (RL 11-

12.10)

*In-class discussion and/or

Socratic Seminar (SL 11-

12.6)

*Student poetry (W11-12.3)

*Group activities

40

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. 11-12.10 By the end of grade 12, read


high end of the grades 11-CCR text


proficiently.

time

*Themes (RL11-12.2)


support with textual citations

(RL.11-12.2)

*Analyze and support ideas with

textual citations (RL.11-12.1)

*Visual interpretations

(SL11-12.5)

*Making connections with

contemporary issues

41

Writing

Text and Purposes







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),


evidence.

















and reasons, between reasons

and evidence, and between


Writing

*Essay of literary analysis (W11-

12.9)

*Revision process (W11-12.5)


(L11-12.1)

*Opportunities to peer edit

Writing

*Write a summary of key events

and support writing with textual

citations

(RL11-12.1)

*Write a literary analysis

-Support ideas with textual

citations

-Organize essay logically

-Provide clear transitions between

ideas

*Revise for clarity and development

of ideas


language (L11-12.1)

42






writing.



follows from and


presented.






content.






whole; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.







audience’s knowledge of the topic.




43


relationships among complex ideas

and concepts.




simile, and analogy to manage the




























11–12 on page 55.)

44




a. Apply grades 11–12 Reading

standards to literature (e.g.,

“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











SL11-12.3 Evaluate a speaker’s point of

view, reasoning, and use of evidence and

rhetoric, assessing the stance, premises,

links among ideas, word choice, points of

emphasis, and tone used.


SL11-12.4 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


*Listening and reading selected and

required poems.

*Small- and large-group discussions

(SL11-12.1)

*Opportunities to share writing and

to edit with peers


*Recognize, discuss, and interpret

satiric features within the text

*Apply text to self and text to world


discussions (SL11-12.1)

*Read drafts of essay aloud to peer

editor.

*Respond to peer’s drafts of essay

with critical questions designed to

improve writing.

45

range of formal and informal tasks.





Language









comprehend more fully when reading and

listening.






texts when reading)

Vocabulary Acquisition and Use




and content, choosing flexibly from a

range of strategies.





Language

Vocabulary



UNIT 5


*Literary context

* Multiple-meaning words

-Synonyms and antonyms

-Affixes

-Context clues (RL11-12.4; L11-

12.4)

-Ambiguity and nuance

*Appropriate reading strategies as

needed

Language

Vocabulary


*Use context clues, knowledge of

root words and word origins as well

as reference sources and understand

new words (RL11-12.4; L11-12.4)

*Interpret unfamiliar words through

use of context clues (RL11-12.4; L11-

12.4)

46

















usage.







figurative language, word relationships,

and nuances in word meanings.

e. Interpret figures of speech

(e.g., hyperbole, paradox)

in context and analyze their

role in the text.

f. Analyze nuances in the



47

CURRICULUM MAP

Big Ideas/Enduring Understandings: A reader’s interpretation is influenced by the interaction between the reader and prior knowledge and the text.

Effective readers comprehend text by reading fluently, accurately, strategically, and critically.

Effective readers strengthen comprehension by making intentional, meaningful connections with text.

Essential Questions: How do reading strategies help us become effective readers? How does interaction with text provoke thinking and response?

English 12 March (June 2013)

48


Reading Literature





inferences drawn from the text.

RL.11-12.2 Determine a theme or

central idea of a text and analyze in

detail its development over the course

of the text, including how it emerges

and is shaped and refined by specific

details; provide an objective summary

of the text.


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).

Craft and Structure


words and phrases as they are used in a

text, including figurative, connotative,

and technical meanings; analyze how

an author uses and refines the meaning

of a key term or terms over the course

of a text (e.g., how Madison defines

faction in Federalist No. 10).

RL. 11-12.10 By the end of grade 12,

read and comprehend literary

nonfiction at the high end of the grades

11-CCR text complexity band

independently and proficiently.

Mandatory Text: Metamorphosis or

A Doll House

Optional Text: Pride and Prejudice,

Wuthering Heights, and/or self-selected

Victorian novel.

*Analysis of author’s techniques and their

purposes (RL.11-12.3)

*Characteristics of 20th century literature

*Literary elements (RL.11-12.3)(L11-

12.5)

-Theme

-Plot

-Characterization

-Setting

-Point of view

-Theme

-Style

-Tone

-Irony

-Mood

*Literary devices (RL.11-12.3)

- Imagery

- Figurative Language

- Symbolism

-Paradox

-Allusion

*Genre study

Reading: Nonfiction

Mandatory Text: Metamorphosis or A

Doll House


fiction/non-fiction writing

*Make text to world connections


appropriate strategy as needed:

retelling, paraphrasing, summarizing,

visualizing (RL.9-10.2 )


support writing with textual citations.

(RL.9-10.1; RL.9-10.2 )

*Research time period and connect to

text

*Identify, explain and analyze

characters, conflicts, themes and

symbols

*Identify literary terms specific to

drama .

*Explain how figurative language

enhances meaning

*Identify/analyze stem quotes

Optional Text: Pride and Prejudice,

Wuthering Heights, and/or self-selected

Victorian novel.




(RL11-12.10)

*Constructed reading response

(W11-12.1)


*Writing (options)

-Literary Analysis

-Expository Essay

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment


*Journal/Reading

*Socratic Seminar (SL11-12.6)

*Recorded or visual excerpts

from selected texts


-Group activities


(SL11-12.1)


contemporary issues

49



RI.11-12.1 Cite strong and thorough






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.

RL.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.

Craft and Structure

RI.11-12.4 Determine the meaning of


text, including figurative, connotative,

and technical meanings; analyze how

an author uses and refines the meaning

of a key term or terms over the course

of a text (e.g., how Madison defines

faction in Federalist No. 10).

*Author biography


*Nonfiction articles

*Elements of memoir

*Summary of important events and

support with textual evidence (RI.11-

12.2)

50

Writing

Text and Purposes


claims in an analysis of substantive

topics or texts, using valid reasoning

and relevant and sufficient evidence.



establish the significance

of the claim(s), distinguish

the claim(s) from alternate

or opposing claims, and


logically sequences

claim(s), counterclaims,











values, and possible

biases.






relationships between

claim(s) and reasons,

between reasons and


claim(s) and

Writing


language (L11-12.1)

*Essay identifying elements of Romantic

and/or Victorian writing

*Expository essay

-Focus

-Organization (W11-12.2.a)

*Conventions of written language (L11-

12.1)

*Revision of essay (W11-12.5)

Writing:


support writing with textual citations


language

*Analyze and support ideas with textual

citations

*Interpret text and apply supporting

quotations to written analysis

51

counterclaims.



tone while attending

to the norms and

conventions of the

discipline in which they

are writing.



follows from and


presented.

W11-12.2 Write

informative/explanatory texts to

examine and convey complex ideas,


accurately through the effective


content.






whole; include formatting

(e.g., headings), graphics (e.g.,




b. Develop the topic thoroughly

by selecting the most

significant and relevant facts,

extended definitions, concrete

details, quotations, or other

52

information and examples

appropriate to the audience’s

knowledge of the topic.


transitions and syntax to link

the major sections of the text,

create cohesion, and clarify the


ideas and concepts.






e. Establish and maintain a





writing.

f. Provide a concluding statement

or section that follows from

and supports the information

or explanation presented (e.g.,



W11-12.3 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

53

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.

Production and Distribution of

Writing



organization, and style are appropriate

to task, purpose, and audience. (Grade-

specific expectations for writing types

are defined in standards 1–3 above.)


54

Knowledge

W11-12.5 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. (Editing for

conventions should demonstrate

command of Language standards 1–3

up to and including grades 11–12 on

page 55.)





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.

SL11-12.6) Adapt speech to a variety

of contexts and tasks, demonstrating a



Language




grammar and usage when writing or

speaking.




*Large and small group discussions

*Clarifying questions

Language

Vocabulary

Mandatory Text: Sadlier Vocabulary

Workshop Level G

UNIT 6-7

*Literary context



*Participate in whole class, small group,

peer discussions, and Socratic seminar.

Language

Vocabulary



synonyms, and antonyms in fiction

(RL11-12.4) and nonfiction (RI11-

12.4).

55

capitalization, punctuation, and

spelling when writing.

a. Observe hyphenation

conventions.

b. Spell correctly.

L11-12.3 Apply knowledge of

language to understand how language

functions in different contexts, to make

effective choices for meaning or style,

and to comprehend more fully when


a. Vary syntax for effort,


Tufte’s Artful Sentences) for

guidance as needed; apply

an understanding of sytax to

the study of complex texts

when reading)

Vocabulary Acquisition And Use

L11-12.4 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.


patterns of word changes

that indicate different

*Words from text (RL11-12.4; RI11-12.4;

L11-12.4)




-Context clues

-Literary context

*Metacognitive strategies used before,

during, after reading

*Use affixes and context clues to define

unfamiliar words in fiction (RL11-12.4)

and in nonfictional texts (RI11-12.4).

56

meanings or parts of

speech (e.g., conceive,




materials (e.g.,


thesauruses), both print

and digital, to find the




speech, its etymology, or

its standard usage.


determination of the

meaning of a word or

phrase (e.g., by checking

the inferred meaning in

context or in a dictionary).

L11-12.5 Demonstrate understanding

of figurative language, word

relationships, and nuances in word

meanings.

A . Interpret figures of speech


context and analyze their role in

the text.






words and phrases, sufficient for

reading, writing, speaking, and

listening at the college and career

readiness level; demonstrate

independence in gathering vocabulary

57

knowledge when considering a word or

phrase important to comprehension or

expression.

58

CURRICULUM MAP

Big Ideas/Enduring Understandings : Fiction portrays real life in nonfiction text.

Knowledge of the past helps us communicate and understand.

Essential Questions: How does fiction portray real life in nonfiction text? How can knowledge help us communicate and understand?

English 12 April, May & June (June 2013)

Academic Standards Content Skills Assessment

Reading Literature







uncertain.












and developed).

Craft and Structure





Mandatory Text: Short Stories

Mandatory Non-Fiction Text:

Night

Optional Non-Fiction Text: At First

They Killed My Father

*Appropriate reading strategies

*Genre study of short story

*Literary elements (RL.11-12.3)

-Theme

-Diction

-Plot

-Characterization

-Setting

-Point-of-view

-Symbolism

-Theme

-Style

-Tone

-Irony

-Mood

*Literary devices (RL.11-12.3;

RL11-12.4)(L11-12.5)

-Figurative language

-Allusion

Mandatory Text: Assorted short stories


fiction/non-fiction writing

*Make text to world connections


appropriate strategy as needed: retelling,

paraphrasing, summarizing, visualizing,

text to world connections

*Identify, explain and analyze characters,

conflicts, themes and symbols

*Interpret author’s use of figurative

language (RL11-12.4)

*Identify literary terms specific to drama

*Draw inferences supported by textual

references (RL11-12.4)


writing with textual citations (RL11-

12.1; RL11-12.22)

*Identify and/or analyze stem quotes.


*Reading check quizzes

and/or objective or subjective

test (RL11-12.10)

*Constructed reading

response

(W11-12.1)


*Writing (options)

-Literary analysis

-Expository essay

-Persuasive essay

(W11-12.1a-e)

(W11-12.2a-e)

(W11-12.4)

(W11-12.5)

(L11-12.2)

(L11.12.6)

Enrichment


*Journal/Reading

59












Complexity

RL.11-12.10 By the end of grade 12, read

and comprehend literature, including

stories, dramas, and poems, at the high end

of the grades 11–CCR text complexity

band independently and proficiently.



RI.11-12.2 Determine two or more central

ideas of a text and analyze their



one another to provide a complex analysis;


Craft and Structure

RI.11-12.4 Determine the meaning of


text, including figurative, connotative, and

technical meanings; analyze how an author

uses and refines the meaning of a key term

or terms over the course of a text (e.g., how

Madison defines faction in Federalist No.

10).

-Imagery

-Paradox

Reading: Nonfiction

*Author biography


*Nonfiction articles

*Elements of memoir

*Summary of important events and

support with textual evidence (RI.11-

12.2)

*Inferences based on analysis of

textual evidence (RI11-12.1)

*Analysis of key events

*Socratic seminar (SL11-

12.6)

*Recorded or visual excerpts

from selected texts(SL11-

12.5)


-Group activities



contemporary issues


Final Exam

*Objective test (RI.11-12.10)

*Essay (W11-12.10)

60


Complexity

RI.11-12.10 By the end of grade 12, read


high end of the grades 11–CCR text


proficiently.

Writing

Text and Purposes






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),


evidence.




relevant evidence for each while


limitations of both in a manner that


knowledge level, concerns, values,

and possible biases.


well as varied syntax to link the



relationships between claim(s) and

reasons, between reasons and

Writing

*Expository or analytical essay

-Focus

-Organization (W11-12.2a)

*Opportunities to revise (W11-12.5.)

*District Writing Assessment

*District Objective Final

*Pennsylvania General Scoring

Guidelines For Writing and Reading

Conventions of written language

*Self- and peer-revision of essay

(W11-12.5)


support writing with textual citations


language (L11-12.1)

Writing

*Write an original analysis of fictional

text.


language.

*Conduct writing conference.

*Edit writing.

*Complete the Final Exam

-Respond to a persuasive, informative,

or expository essay prompt, selecting

supporting evidence

-Apply the Pennsylvania General

Scoring Guidelines For Writing to

written response

61



d. Establish and maintain a formal



conventions of the discipline

in which they are writing.



supports the argument presented.






content.






whole; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.







audience’s knowledge of the topic.




62


relationships among complex ideas

and concepts.




simile, and analogy to manage the















effective technique, well-chosen details,

and well-structured event sequences.


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


events.

b. Use narrative techniques, such

as dialogue, pacing, description,

reflection, and multiple plot

lines, to develop experiences,

events, and/or characters.


63

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).


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.
















11–12 on page 55.)




64

a. Apply grades 11-12 Reading

standards to literature

(e.g.,”Demonstrate knowledge

of eighteenth-, nineteenth- and

early-twentieth-century


American literature, including

how two or more texts from

the same period treat similar


b. Apply grades 11-12 Reading

standards to literary nonfiction

(e.g., “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 Case

majority opinions and dissents]

and premises, purposes, and

arguments in works of public

advocacy [e.g., the federalist,

presidential addresses]”).

Range of Writing

W11-12.10 Write routinely over extended

time frames (time for research, reflection,

and revision) and shorter time frames (a

single sitting or a day or two) for a range of

tasks, purposes, and audiences.







*Large and small group

*Ask clarifying questions

(SL11-12.1)



*Participate in whole class, small group,

peer discussions, and Socratic seminar

(SL11-12.1)

65





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.

SL11-12.3 Evaluate a speaker’s point of

view, reasoning, and use of evidence and

rhetoric, assessing the stance, premises,

links among ideas, word choice, points of

emphasis, and tone used.





Language









comprehend more fully when reading and

listening.


Language

Vocabulary



UNIT 8

*Literary context

*Words from text (RL11-12.4; L11-

12.4.)



Language

Vocabulary



synonyms, and antonyms in fiction.

(RL11-12.4) and nonfiction (RI11-12.4).

*Use context clues, knowledge of root

words and word origins as well as

reference sources and understand new

words in fiction (RL11-12.4) and in

nonfictional texts (RI11-12.4).

66





texts when reading)






of strategies.

e. Use context (e.g., the overall






f. Identify and correctly use





g. Consult general and









usage.

h. Verify the preliminary




-Context clues

-Literary context

67




figurative language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech


context and analyze their

role in the text.











word or phrase important to

comprehension or expression.

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