ENGLISH IV-Grade 12 CURRICULUM MAP

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1 ENGLISH IV-Grade 12 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short Story unit Reading strategies Critical reading skills Vocabulary acquisition Writing: Writing process Grammar skills Reading: The Crucible Fever Independent reading selection Of Mice and Men Reading strategies Critical reading skills Vocabulary acquisition Writing: Analytical writing skills Reading: Beowulf Macbeth Animal Farm On Demand Writing unit Reading strategies Critical reading skills Vocabulary acquisition Writing: Analytical writing skills Resume writing Reading: Hamlet Personal statement Anthem Little Prince Reading strategies Critical reading skills Vocabulary acquisition Writing: Analytical writing skills Personal essay writing

2 MLA format Critical writing skills Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Genre characteristics Archetypal characters Archetypal plots Archetypal images Allegory Holocaust Mythology Renaissance Irony Story elements Poetic devices Figurative language Grammar skills Research skills Literary analysis Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Periods of American lit. Conventions of American lit. Puritanism McCarthyism Romanticism Transcendentalism Realism Naturalism Modernism Postmodernism Native American lit. American Dream Research skills Literary analysis Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Periods of British literature Conventions of British lit Heroic tradition Elizabethan England Satire Social issues Nature vs. civilization Colonialism Victorianism Industrial Revolution Empire Enlightenment Research skills Literary analysis Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Identity Truth Justice Diaspora Fate vs. free will Alienation Heroism Modernism Postmodernism Cultural practices Thematic oppositions Initiation Curriculum Planning - Grade 12: Hamlet Unit Semester One Essential Question: How is the thought process in decision making reflected in the play? Assessments Student Understandings Instructional Plan Summative Assessment: Ø In writing, students will reflect on decision making consequences? Continuous Assessments: Ø Students will demonstrate prior knowledge and zone of proximal development Guiding Questions: Ø How can a critical analysis of literature offer us unique insight into how we understand the process of decision making and its consequences? Ø How can a critical analysis of literature enable us to determine the author s deeper, intended meaning? Suggested Materials: Ø Class set of William Shakespeare s play, Hamlet Ø Supplemental audio/visual/media Ø Ancillary Materials / Graphic Organizers Concepts Defined Revenge, complexity of action/inaction, foil characters, revenge.

3 Ø Students will demonstrate understanding and analysis of literary elements and author s craft through oral and written responses Ø Students will demonstrate making connections between the text and broader world applications Ø Students will demonstrate the ability to: read critically, find underlying meaning, and interpret the various, intended messages behind the author s words. Ø Students will demonstrate understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Students will demonstrate citing information in oral and written responses Ø Students will demonstrate the ability to listen and respond to others Ø Students will demonstrate the ability to lead discussion and take responsibility of independent work Ø Students will demonstrate continuous participation and preparation Ø How does the author go about conveying his message in a creative and powerful way? Ø How can the interpretation of characters behaviors be applied to the people we meet? Ø How can your writing communicate ideas and deepen understanding when responding to literature? Knowledge/Skills: Ø Demonstrate initial understanding of literary text by making logical predictions about characters, problems/solutions, plots/subplots, and relationships (R , R ) Ø Identify literary devices as appropriate to genre (i.e., foreshadowing, symbolism, bias) (R ) Ø Demonstrate knowledge and draw inferences relating to author s style or use of literary elements in relation to author s purpose (R , R ) Ø Generate questions and personal responses (textto-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding and/or gain new information relating to the text, literary elements and devices, and author s style and purpose (R , R , R , R-12-13) Ø Participate in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Understand vocabulary in context, as well as in relation to word origin/translation (i.e. connotation) (R ) Knowledge/Skills (continued): Ø Explore and share thoughts, observations and impressions by analyzing a condition of significance and using a range of elaboration Ø Exemplars and Rubrics Suggested Instructional Strategies/Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Note-taking Ø Independent and group work/projects Ø Socratic seminars or scored discussions Rituals and Routines: Ø Differentiated instruction Ø Student behavior expectations Ø Academic expectations

4 techniques (i.e., questioning, comparing, connecting, interpreting, analyzing) to establish a focus (W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W-12-10) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Demonstrate the habit of writing extensively by writing with frequency (in and out of school), sharing thoughts, observations, or impressions, and generating topics for writing (W ) Ø Make connections about what has been read (plot/ideas/concepts) to prior knowledge and personal ideas, as well as the broader world of ideas by referring to and explaining relevant ideas, themes, and motifs, potentially leading to new perspectives or insights(w , W ) Ø Make and support analytical judgments about the text by establishing an interpretive claim/assertion, making inferences about characters, theme, point of view and author s style, and using specific details and references to the text as support (W ) Possible Applications: Ø Class discussions Ø Socratic seminars / Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal)

5 Ø Presentations (formal and informal)

6 Curriculum Planning - Grade 12: Personal Statement Unit Semester One Essential Question: How do the people and events in our lives shape us? Assessments Student Understandings Instructional Plan Summative Assessment: Ø In writing, students will relate and reflect based on a person or event in their lives. Continuous Assessments: Ø Students will demonstrate prior knowledge and zone of proximal development Ø Students will demonstrate understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Students will demonstrate citing information in written responses Ø Students will demonstrate the ability to listen and respond to others Ø Students will demonstrate continuous participation and preparation Guiding Questions: Ø How can self reflection offer us unique insight into how we perceive the world around us? Ø How can we, as writers, produce writing that conveys a deeper meaning and purpose to our stories? Ø How do we, as authors, go about conveying a message in a creative and powerful way? Knowledge/Skills: Ø Participate in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence (R , OC ) Ø Understand vocabulary in context, as well as in relation to word origin/translation (i.e. connotation) (R ) Ø Establishes a coherent story line that addresses the prompt (W ) Ø Establishes context, character motivation, problem/conflict/challenge and resolution, setting, and point of view. (W ) Ø Uses a variety of effective literary devices such as flashback, foreshadowing, figurative language, imagery, relevant and descriptive language to enhance story line/plot. (W , 4; W , 5,6) Ø Applies narrative strategies such as dialogue, action, diction to establish voice. (W , 3, 4 ) Ø Maintains focus/theme. (W , 5.5) Suggested Materials: Ø Supplemental audio/visual/media Ø Ancillary Materials /Graphic Organizers Ø Exemplars and Rubrics Suggested Instructional Strategies/Scaffolds: Ø Graphic organizers Ø Modeling Ø Mini-lessons Ø Student/teacher conferencing Ø Think/pair/share Ø Independent work Rituals and Routines: Ø Differentiated instruction Ø Student behavior expectations Ø Academic expectations

7 Ø Uses an organizational structure that allows for a progression of ideas to develop.(w , 3.4; W ; W , 5) Ø Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling. Occasional errors do not interfere with meaning. (W ) Ø The response includes an opening, body, and closure. Ø Explore and share thoughts, observations and impressions by analyzing a condition of significance and using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing) to establish a focus (W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W-12-10) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Demonstrate the habit of writing extensively by writing with frequency (in and out of school), sharing thoughts, observations, or impressions, and generating topics for writing (W ) Ø Make connections about what has been read (plot/ideas/concepts) to prior knowledge and personal ideas, as well as the broader world of ideas by referring to and explaining relevant ideas, themes, and motifs, potentially leading to new perspectives or insights(w , W ) Ø Make and support analytical judgments about the text by establishing an interpretive claim/assertion, making inferences about characters, theme, point of view and author s style, and using specific details and references to the text as support (W )

8 Ø Generate questions and personal responses (textto-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding and/or gain new information relating to the text, literary elements and devices, and author s style and purpose (R , R , R , R-12-13) Possible Applications: Ø Homework assignment Ø Independent work Ø In-class writing workshops

9 Curriculum Planning - Grade 12: Anthem Unit Semester One Essential Question: How do authors convey their ideologies in literature? Assessments Student Understandings Instructional Plan Summative Assessment: Ø Students will generate a narrative response which reflects Ayn Rand s philosophical views of society. Continuous Assessments: Ø Students will demonstrate prior knowledge and zone of proximal development Ø Students will demonstrate understanding and analysis of literary elements and author s craft through oral and written responses Ø Students will demonstrate making connections between the text and broader world applications Ø Students will demonstrate understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Students will demonstrate citing information in oral and written responses Ø Students will demonstrate the ability to listen and respond to others Ø Students will demonstrate the ability to lead discussion and take responsibility of independent work Guiding Questions: Ø How can a critical analysis of literature offer us unique insight into how we perceive the world around, as well as how we perceive ourselves? Ø How does the author go about conveying her message in a creative and powerful way? Ø How can the study of themes and values in texts prepare one for responsible participation in society? Ø How can writing communicate ideas and deepen understanding when responding to literature? Knowledge/Skills: Ø Demonstrate initial understanding of literary text by making logical predictions about characters, problems/solutions, plots/subplots, and relationships (R , R ) Ø Generate questions before, during, and after reading to enhance/expand understanding (R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (textto-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding and/or gain new information relating to the text, literary elements and devices, and author s style and purpose (R , R , R , R-12-13) Suggested Materials: Ø Class set of Ayn Rand s novella, Anthem Ø Ancillary Materials / Graphic Organizers Concepts Defined - i.e., Socialism, Egoism, Collectivism, Conformity, Self- Actualization Ø Exemplars and Rubrics Suggested Instructional Strategies/Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Note-taking Ø Independent and group work/projects Ø Socratic seminars or scored discussions Rituals and Routines: Ø Differentiated instruction Ø Student behavior expectations Ø Academic expectations

10 Ø Students will demonstrate continual participation and preparation Ø Participate in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Understand vocabulary in context (R ) Knowledge/Skills (continued): Ø Explore and share thoughts, observations and impressions by using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing) to establish a focus (W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W-12-10) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Demonstrate the habit of writing extensively by writing with frequency (in and out of school), sharing thoughts, observations, or impressions, and generating topics for writing (W ) Ø Make connections about what has been read (plot/ideas/concepts) to prior knowledge and personal ideas, as well as the broader world of ideas by referring to and explaining relevant ideas, themes, and motifs, potentially leading to new perspectives or insights(w , W ) Ø Make and support analytical judgments about the text by establishing an interpretive claim/assertion, making inferences about

11 characters, theme, point of view and author s style, and using specific details and references to the text as support (W ) Possible Applications: Ø Class discussions Ø Socratic seminars / Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) - i.e., a speech encouraging others to join Prometheus in the Uncharted Forest Ø Technology based assignments

12 Curriculum Planning - Grade 12: The Little Prince Unit Semester Two Essential Question: How can literature impact our philosophies of life? Assessments Student Understandings Instructional Plan Summative Assessment: Ø Written or orally, students will analyze the underlying philosophical depth of Antoine de Saint Exupery s The Little Prince, reflecting on how any attained insight relates to and impacts their own philosophies of life. Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student makes connections between the text and broader world applications Ø Student ability to: read critically, find underlying meaning, and interpret the various, intended messages behind the author s words. Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Citing information in oral and written responses Guiding Questions: Ø How can a critical analysis of literature offer us unique insight into how we perceive the world around us, as well as how we perceive ourselves? Ø How can a critical analysis of literature enable us to garner the author s deeper, intended meaning? Ø How does the author go about conveying his message in a creative and powerful way? Ø How can the study of themes and values in texts prepare one for responsible participation in society? Ø How can writing communicate ideas and deepen understanding when responding to literature? Knowledge/Skills: Ø Demonstrate initial understanding of literary text by making logical predictions about characters, problems/solutions, plots/subplots, and relationships (R , R ) Ø Identify literary devices as appropriate to genre (i.e., foreshadowing, symbolism, bias) (R ) Ø Demonstrate knowledge and draw inferences relating to author s style or use of literary elements in relation to author s purpose (R , R ) Ø Generate questions and personal responses (textto-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding and/or gain new information relating to the text, literary elements and devices, Suggested Materials: Ø Class set of Antoine de Saint Exupery s allegory, The Little Prince (required text) Ø Ancillary Materials / Graphic Organizers Concepts Defined - i.e., Philosophy, Allegory, Symbolism Ø Exemplars and Rubrics Suggested Instructional Strategies/Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Note-taking Ø Independent and group work/projects Ø Socratic seminars or scored discussions Rituals and Routines: Ø Differentiated instruction Ø Student behavior expectations Ø Academic expectations

13 Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation and author s style and purpose (R , R , R , R-12-13) Ø Participate in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Understand vocabulary in context, as well as in relation to word origin/translation (i.e. connotation) (R ) Knowledge/Skills (continued): Ø Explore and share thoughts, observations and impressions by analyzing a condition of significance and using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing) to establish a focus (W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W-12-10) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Demonstrate the habit of writing extensively by writing with frequency (in and out of school), sharing thoughts, observations, or impressions, and generating topics for writing (W ) Ø Make connections about what has been read (plot/ideas/concepts) to prior knowledge and personal ideas, as well as the broader world of ideas by referring to and explaining relevant ideas, themes, and motifs, potentially leading to new perspectives or insights(w , W )

14 Ø Make and support analytical judgments about the text by establishing an interpretive claim/assertion, making inferences about characters, theme, point of view and author s style, and using specific details and references to the text as support (W ) Suggested Applications: Ø Class discussions Ø Socratic seminars / Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments

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