english iv q4.d… · web viewthe rape of the lock (np) ... (e.g., satire, ... english language...

English Language Arts 4th Nine Weeks English IVGrade 12

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps. Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools 2015/20161 of 21


How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2)Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3)Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:



Common Core State Standards Text Support Content

Weeks 1-3

Gulliver’s Travels, Swift (1090L)A Modest Proposal (1520L)From An Essay on Man (NP)From The Rape of the Lock (NP)

Focus question: What is argument?

Research Performance Task: Select one seminal literary text on which to write a minimum of 5-7 pages argumentative summary analysis essay in which you, using 3-4 peer reviewed journal articles, analyze the relationship between the literature and the society out of which it was created (specifically examine how your text reflects the cultural values of the time). All evidence should be cited using MLA format. Include an objective summary of your text and reflect on how the author uses literary elements to achieve his or her thematic purpose. Or: Select one seminal literary text and use details from the text (its content, author, style, time period etc.) to determine a research topic for a thesis driven argumentative research paper. Use at least 4 authoritative sources in constructing your argument. All evidence should be cited using MLA format. Include an objective summary of the text you selected and reflect on the connections you made between the text and your topic.Senior Presentations: Students will complete a required oral presentation along with a 3-5 minute PowerPoint Presentation on their research topic. Teachers will invite educators, community volunteers, adopters, college professors, curriculum leaders, etc. from across the city to measure and evaluate Senior Presentations.District Senior Awards: Each school will be required to select their two best senior projects/presentations and submit these to the Department of Curriculum and Instruction.

Week 1

Building knowledge through content-rich nonfiction

and

Reading Complex Texts

RL/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.

RL/RI.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

RL. 12.10. Determines and describes the relationship between time and place, and between an author and his time.

RL. 12.1. Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL/RI: 12.5. Provides an analysis of an author's choices concerning how to structure specific parts of a text

RL: 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.

Informational Text: “The March on Washington”

Extended Study: A Modest Proposal

Text Dependent Questions1. What is the “melancholy object” to which Swift

refers in the first paragraph? (Vocab and Text Structure)

2. Identify the logical fallacy in paragraph 2. Why is it a fallacy? (Vocabulary and Text Structure)

3. What agreement “by all parties” does Swift want in paragraph 2? Why is this necessary? (Key Details)

4. What is the “grievance” to the county that Swift Shelby County Schools 2015/2016

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http://www.theonion.com/article/nations-morons-march-on-washington-state-2832



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.11-12.4: 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

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.11-12.6: 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.

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.11-12.6: Analyze a case in which grasping a

RL.12.2. Writes an objective summary

RL. 12.3. Provides an analysis of how the frame story structure develops theme and character.

RL.12.3. Provides an analysis of an author's choices concerning how to structure specific parts of a text

RL12.3. Provides an analysis of how each character is introduced and developed.

RL./RI 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.

RI.12.5. Provides an analysis of the effectiveness of the structure used in an argument.

RI: 12.5: Writes an analytic summary

RI. 12.6. Determines the author’s point of view or purpose.

RI. 12.6. Provides an analysis of rhetoric, style, and content of an informational text.

RL.12.6. Provides an analysis of allusion, antithesis, symbolism, irony, and style to distinguish what is stated from what is really meant.

RL.12.4. Provides an analysis of the impact of specific word choice on meaning and/or tone, including words with multiple meanings.

RL. 12.2. Provides a statement two or more themes or

describes in paragraph 2? (General Understanding/Vocab and Text Structure)

5. How does Swift’s use of the word “dam” in the fourth paragraph indicate the irony behind his proposal? What is his proposal? (Vocab and Text Structure)

6. In paragraph 5, swift calls his proposal a “scheme” what does this suggest about the proposal? (Vocab and Text Structure/Author’s Purpose/Inferences)

7. Identify the RHETORICAL device used in paragraph 6. What is the purpose of this device? (Vocab and Text Structure/Author’s Purpose)

8. In paragraph 7 and 8, Swift uses a logical fallacy before he even fully outlines his proposal. What is this fallacy? Why do you think that he does this? (Vocab and Text Structure/Opinions, Arguments, and Intertextual Connections).

9. What does the reference to a “knowing American” imply about relations between America and Britain at this time? Explain? (Inferences)

10. What is the “proposal” outlined in paragraph 10? (Key Details)

11. What effect do words like “breed” and “savage” have on the tone in paragraph 10? What is the tone? Identify other words that contribute to this tone. (Vocab and Text Structure/Inferences)

12. In paragraph 12, the subject of Swift’s satire become apparent, against whom does he launch this attack? (Key Details)

13. How much does Swift “compute” the charge of raising a beggar’s child to be? What is significant about the word “compute”? (15) (Vocab and Text Structure)

14. Describe the digression that Swift endures between paragraphs 17-19. What is the




point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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. Supports claims with evidence from text.

rhetorical purpose of this? (Vocab and Text Structure/Inferences/Author’s Purpose)

15. How does Swift use understatement and hyperbole to reveal his satiric purpose? (Vocab and Text Structure/Inferences/Opinions, Arguments, and Intertextual Connections/Author’s Purpose.)

16. How does how Swift uses pathos, logos, and ethos to reveal his satiric purpose? Is her effective in his argument? (Vocab and Text Structure/Inferences/Opinions, Arguments, and Intertextual

Close Reading Selection: Gulliver’s Travels (pg 605)

Text Dependent Questions for Close Reading Selection

1. Why do you think Swift chose to correct way to break eggs as a cause of conflict? (Inferences/Opinions, Arguments, and Intertextual Connections)

2. What divisions come as a result of Lilliput’s schism in religion? (Inferences)

3. How does Gulliver plan to defend the Lilliputians against invasion? (Key Details)

4. What is ironic about Gulliver using spectacles as a shield in a military operation? (Inferences/Author’s Purpose)

5. What satirical details in the first paragraph of “A Voyage to Brobdingnag” relate to English, and which details relate to humanity in general? Explain. (Inferences/Vocab and Text Structure/Author’s Purpose)

6. Based on what you have learned about the time period, what is satirical about the King laughingly asking whether Gulliver is a “Whig or Tory”? (General Understanding)

7. In Gulliver’s remark that he “artfully eluded” the King’s questions, what is the difference




between the intended meaning and the actual meaning? (Vocab and Text Structure)

8. What is the King’s opinion of most of Gulliver’s countrymen? (Key Details)

9. How does the final disagreement between the King and Gulliver reflect a difference between ingenuity and wisdom? (Inferences)

10. In the final paragraph, how does Swift use the King’s reactions to express his own hopes for humankind? (Inferences)

Regular practice with complex text and its academic language

Language

L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

L.12.4.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.

L.12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Tier 3 - Academic Vocabulary

SatireIronySymbolUnderstatementHyperboleSarcasmCharacterization

Tier 2 - Vocabulary

Review word roots and prefixes.

ConjectureSchismExpedientSustenanceCommodityCensure

Writingto Texts

Writing

RL.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other

Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the

Content- Cite strong and thorough textual evidence- Select and integrate quotations, details, and

examples- Use appropriate organizational pattern- Write strong thesis statements- Plan, draft, revise, edit, and rewrite- Use appropriate style and tone for purpose




information and examples appropriate to the audience's knowledge of the topic.

W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most 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)

development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

- Routine Analysis Writing: how does Swift’s use of the word “dam” indicate the irony behind his proposal?

- Routine Analysis Writing: what effect do words like “breed” and “savages” have on the tone?

- Routine Analysis Writing: In what way does Swift’s sarcasm sharpen the satirical attack on landlords?

- Informational Writing: plan for a satiric multi-media using text, images, and sound. Start by choosing a target, and then outline the sequence of your presentation. See page 627.

Reading, writing and speaking grounded in evidence from text, both literary and informational

Speaking and Listening

L.12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SL.12.1.D: 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.


SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.

SL.12.1. Students will be able to evaluate a speaker’s evidence and reasoning.

SL.12.3. Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars.

Speaking and Listening- Accountable Talk- Class discussion




W IDA

English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language

English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in

the content area of Language Arts

The language of Language Arts

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings.Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).

Week 2


and


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).


RL. 12.2. Writes an objective summary




RL. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference where a story is set

RL. 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.


RL. 12.2. Provides a statement two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact

From The Rape of the LockText Dependent Questions1. What happens during the game of cards? (Key

Details)2. What does the way they play reveal about Belinda

and the Baron? (Inferences)3. To what trivial subject and epic convention does

Pope refer in lines 33-66? (Key Details/Vocab and Text Structure)

4. What does Clarissa help the baron do to Belinda? (Key Details)

5. What is the key conflict of the text? What is your evidence for this? (Inferences)

6. What happens to the lock of hair in lines 79-88? (Key Details)

7. In what way is the claim that Pope makes in lines 78-88 ridiculous? Is there any truth to this? Explain? (Inferences)

8. What is the effect of the antithesis in line 92? (Inferences/Vocab and Text Structure)

9. In what ways do line 125 and 126 fit the Neoclassical style and outlook? (Inferences/Vocab and Text Structure)

10. How is Belinda’s reaction to the loss of her hair appropriate for a mock epic? (Author’s Purpose)

11. Identify an example of epic simile in Canto V. How





RL.11-12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

and build on one another to produce a complex account. Supports claims with evidence from text.

does this simile add to the absurdity of the action Pope is describing? (Vocab and Text Structure/Author’s Purpose)

12. What is Pope’s criticism of the rituals he describes? (Author’s Purpose)

13. Which of the epic elements that Pope uses adds most to his criticism of upper- class courtship rituals? Explain. (Author’s Purpose/Opinions, Arguments, and Intertextual Connections)

14. In what way does antithesis help Pope mock upper class pretensions? (Vocab and Text Structure)

15. What is Pope’s intention with this Mock Epic? (Opinions, Arguments, and Intertextual Connections)

Close Reading Selection: from An Essay on ManText Dependent Questions:1. What does Pope say should be the object of Man’s

study? (Key Details/Author’s Purpose)2. Why do you think Pope says “presume not God to

scan”? (Inferences)3. According to Pope, what prevents man from being a

skeptic or a stoic? What is the result of this? Explain. (Key Details)

4. What does each “half” of man do? (Key Details)5. How can man be both a “lord of all things” and “a

prey to all”? (Inferences/Key Details)6. What twentieth century events suggest that humans

are any or all of the following: “the glory, jest, and riddle of the world”? Explain. (Opinions, Arguments, and Intertextual Connections)

7. How is line 12 an example of antithesis? (Vocab and Text Structure)

8. In what way does antithesis help Pope describe the human condition? (Key Details/Inferences)

CCR Language

L.12.4: Determine or clarify the meaning of unknown

CCR Language – Academic Vocabulary

Epic Simile

Vocabulary

Stoic Shelby County Schools 2015/2016

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and multiple-meaning words and phrases based on grades 11-12 reading and content.


L.12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

Epic PoemAntithesisIronySymbolAllusionCharacterization

Identify examples of figurative language and the associated meaning.

Review word roots and prefixes.

DisabusedObliquelyPlebeianDestituteAssignations

Writingto Texts

Writing

RL.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most 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)

Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.


Knowledge of Language and Conventions: The

Content- Cite strong and thorough textual evidence- Select and integrate quotations, details, and


- Routine Analysis Writing: to what trivial subject and epic convention does Pope refer in lines 33-36? How is Belinda’s reaction to the loss of her hair appropriate for a mock epic? How are Belinda’s words and actions in lines 51-52 appropriate for a mock epic?

- Routine Analysis Writing: how does Pope’s purpose affect the meaning of lines 83-86? Why does the author describe the scene in lines 145-160 in such an elevated matter? How does knowing Pope’s purpose help you determine the meaning of his comparison of a card game with a serious battle?

- Explanatory Writing: The Enlightenment was Shelby County Schools 2015/2016

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student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

an 18th century cultural movement, To appreciate the wide influence of the Enlightenment, find and read two American works from the period: the Declaration of Independence, and Wheatley’s “To His Excellency”: compare them to Pope’s “Essay on Man.” See p645.

Reading, writing and speaking grounded in evidence from text, both literary and informational


SL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.



SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.



Speaking and Listening- Accountable Talk

Week 3


and

Reading Complex

CC Literature and Informational Text(s)


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. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of

Research and Connected Readings- Students select their seminal text and create

their research proposal- Students write an objective summary of text- Students conduct supplementary Research

using library, TEL, and credible online sources- Students write research notes- Students complete an annotated bibliography




TextsRL: 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).




a text with specific reference where a story is set

RL. 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text..


RL. 12.2. Provides a statement 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. Supports claims with evidence from text.


Language


L.12.4.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

Tier 3 – Academic Vocabulary- Thesis- Research- Bibliography- MLA Format

Tier 2 - Vocabulary

Literature VocabularySAT/ACT Vocabulary Review100 words every high school senior should know before graduating: http://www.houghtonmifflinbooks.com/booksellers/press_release/100words/


http://www.houghtonmifflinbooks.com/booksellers/press_release/100words/




precise meaning, its part of speech, its etymology, or its standard usage.


Writingto Texts






- Cite strong and thorough textual evidence- Select and integrate quotations, details, and


Reading, writing and speaking grounded in evidence from text, both literary and




SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are

Speaking and Listening- Discussion

- Senior Presentation Practice and Preparation




informationalSL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.



*Teachers should determine how students will present their research. Some examples might include individual research interviews, presentation to a panel of judges, gallery walk presentations, etc. Outside judges should be brought in.

Week 4

Writing Workshop

RL/RI.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.


W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.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



Students will produce coherent writings in response to the performance task prompt.

During this week students should complete an outline and draft of their research.

Research Performance Task: Select one seminal literary text on which to write a minimum of 5-7 pages argumentative summary analysis essay in which you, using 3-4 peer reviewed journal articles to help you, analyze the relationship between the literature and the society out of which it was created (specifically examine how your text reflects the cultural values of the time). All evidence should be cited using MLA format. Include an objective summary of your text and reflect on how the author uses literary elements to achieve his or her thematic purpose. Or: Select one seminal literary text and use details from the text (its content, author, style, time period etc.) to determine a research topic for a thesis driven argumentative research paper. Use at least 4 authoritative sources in constructing your argument. All




understanding of the subject under investigation. Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

evidence should be cited using MLA format. Include an objective summary of the text you selected and reflect on the connections you made between the text and your topic.

Students will:- Cite strong and thorough textual evidence- Select and integrate quotations, details, and


Week 5-7*Final research revisions and student research presentationsResearch Performance Task: Select one seminal literary text on which to write a minimum of 5-7 pages argumentative summary analysis essay in which you, using 3-4 peer reviewed journal articles to help you, analyze the relationship between the literature and the society out of which it was created (specifically examine how your text reflects the cultural values of the time). All evidence should be cited using MLA format. Include an objective summary of your text and reflect on how the author uses literary elements to achieve his or her thematic purpose. Or: Select one seminal literary text and use details from the text (its content, author, style, time period etc.) to determine a research topic for a thesis driven argumentative research paper. Use at least 4 authoritative sources in constructing your argument. All evidence should be cited using MLA format. Include an objective summary of the text you selected and reflect on the connections you made between the text and your topic.

Weeks 5-7


and

CC Literature and Informational Text(s)


RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their




RL. 12.3. Provides an analysis of impact of the

Students work on their senior research task:

Students will:- Cite strong and thorough textual evidence- Select and integrate quotations, details,

and examples- Use appropriate organizational pattern- Write strong thesis statements- Plan, draft, revise, edit, and rewrite- Use appropriate style and tone for purpose





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).




author's choices regarding how to develop and relate elements of a text with specific reference where a story is set

RL. 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.


RL. 12.2. Provides a statement 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. Supports claims with evidence from text.

*During these weeks, as graduation schedule permit, students should workshop and edit their papers (week 5), prepare for their senior presentations (with an outline, note cards, artifacts, etc.-week 6) and present their research (week 7).

Language Tier 3 – Academic Vocabulary Tier 2 - Vocabulary





L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases

L.12.4.C: Consult general and specialized reference materials (


- Thesis- Research- Bibliography- Citation- MLA Format

Literature VocabularySAT/ACT Vocabulary Review100 words every high school senior should know before graduating: http://www.houghtonmifflinbooks.com/booksellers/press_release/100words/

Writingto Texts




W.12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid



Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with








reasoning and relevant and sufficient evidence. effectively edited writing.

Week 8


and


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 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.

RI.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

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.11-12.6: 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.

RL. 12.10. Determines and describes the relationship between time and place, and between an author and his time.

RI. 12.1. Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI: 12.5. Provides an analysis of an author's choices concerning how to structure specific parts of a text

RI.12.5. Provides an analysis of the effectiveness of the structure used in an argument.

RI: 12.5: Writes an analytic summary

RI. 12.6. Determines the author’s point of view or purpose.

RI. 12.6. Provides an analysis of rhetoric, style, and content of an informational text.

Senior Exams

or:

Informational Text

Teachers may select from:- “ The Unsaid: The Silence of Virginia Woolf ”,

The New Yorker- Critical Commentary (pg 1201)- Shakespeare’s Sister (pg 1202)

Or- Selections from NewsELA , Newsweek, or The

NewYorker

Text Dependent Questions:1. What did Cunningham as a writer learn from reading

Virginia Woolf? (Key Details)2. What might make Woolf conclude that it would have

been “extremely odd” for women in Elizabethan times to have written the plays of Shakespeare? (Inferences/Opinions, Arguments, and Intertextual Connections/Author Purpose)

3. Why might marriage have been “hateful” to Judith? (Inferences/Opinions, Arguments, and Intertextual Connectiions)


http://www.newyorker.com/books/page-turner/unsaid-silence-virginia-woolf



4. Woolf speculates that Judith left home for a specific reason. What was that reason? (Key Details)

5. What attitude towards the stage manager does Woolf express? What words reveal this tone? (Vocab and Text Structure)

6. Do you agree with Woolf’s argument about the likely fate of Shakespeare’s sister? Why or why not? (Opinions, Arguments, and Intertextual Connections)

7. Some people argue that there is a thin line between genius and madness. Why do you think Woolf brings up this link? Does it strengthen or weaken her argument? (Opinions, Arguments, and Intertextual Connections)

8. What does Woolf say is “true” in her story? How does she use this statement to advance her own persuasive argument? (Inferences/Vocab and Text Structure)

9. According to Woolf, what does women writers’ use of male pseudonyms as late as the 19th century prove? (Key Details)

10. What would Woolf claim as the reason that women shun fame? (Author Purpose)

11. What attitude towards men does Woolf suggest? (Vocab and Text Structure)

12. What evidence does Woolf offer to prove that writing a work of genius is difficult? (Key Details)

13. In the early part of the 20th Century, many scholars argued that biology made women inherently unfit to think about serious issues, What alternate explanation des Woolf set forth? (Key Details/Author Purpose)

Close Reading Selection: Wartime Speech (pg 1287) and Evacuation Scheme, Memorandum

Text Dependent Questions for Close Reading Section1. According to Churchill, what military victories have

the Germans won? (Key Details)




2. What do Churchill’s words in the third paragraph show about his opinion of the “concrete lines of defense”? (Vocab and Text Structure/Inferences)

3. What does Churchill say is the advantage of the “general engagement of the masses”? (Key Details)

4. What is the main point of the last two paragraphs? What rhetorical strategies does Churchill use to convey this point? (Key Details/Vocab and Text Structure)

5. Who is the intended audience for this speech? What details and language reflect that audience? (Vocab and Text Structure/Author Purpose)

6. What text features are used to convey the message of the memorandum? (Vocab and Text Structure)

7. According to the memorandum, what is the primary purpose of the evacuation? What are the “national and humanitarian grounds” for the evacuation? (Key Details)

8. What future occasion do both these documents anticipate? (Key Details)


Language




Tier 3 – Academic Vocabulary

Rhetorical DevicesAudienceSpeakerMain ideaPurposePrimary Text/Source

Tier 2 - Vocabulary

ServileSuppressedPropitiousProdigiousNotoriousFormidableGuffawFormidableIntimidatedEnduranceInvincibleRetaliateHumanitarian




Allocation

Writing to TextsRL.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.







Routine Writing: In a brief essay, discuss how Woolf depicts men and women, evaluate the fairness of these depictions, and discuss how true or relevant these depictions are for men and women today.

Writing Task: create a presentation in which you analyze media coverage of a major contemporary speech (pg 1295)

Week 9

Comprehensive Assessment

*Students will not be in class the 9th week


english iv q4.d… · web viewthe rape of the lock (np) ... (e.g., satire, ... english language...

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