TFSD Curriculum Calendar Twelfth Grade Language Arts

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1 TFSD Curriculum Calendar Twelfth Grade Language Arts Skill or Concept Power Standard Topic, Task, Content Projected Window Write a timed essay from a prompt on the overhead. (30 minutes) Select a work of nonfiction (200 pages or more) to read this quarter. #1-5 Diagnostic writing test Assign Outside Reading Sep 4-7 Complete an in-class writing evaluation of the book. #3 Outside Reading( Nonfiction) Written Book evaluation Sep 10 Nov 1 Nov 1 Use context clues and inferences to complete the vocabulary practice pages and attain a working knowledge of vocabulary words. Construct sentences/paragraph that demonstrate understanding of vocabulary. #1 Vocabulary Unit 1 (Chapters 1-5) Sep 10 Oct 23 Use editing and proofreading marks to make corrections to the sentences. #7 Grammar review/quizzes Sep 12 Oct 20 Analyze model essays Write a precis on one or more model essays Recall meaningful experiences and write about them Use prewriting strategies (memory joggers) Organize, express ideas, and expand on an experience Relate the meaning of one experience to a larger social context Focus a reflective essay around a theme (personal issue) Use the steps of the writing process Evaluate one essay (or more) by their peers Create a personal data sheet following a model #2, #4, #5 Reflective essay models Precis Theme analysis Final reflective essay due Data sheet (Academic resume) Sep 14 Oct 11 Oct 11 Oct 12 Research skills on Internet and in books Critical thinking skills Inference skills Writing skills Discuss paragraphs, intro/conclusion, etc. Follow the writing process #1, #2, #4, #5, #6, #7 Senior Project Research Essay Oct 15 Nov 2

2 END OF 1 ST QUARTER Nov 2 Select a classic novel from a list. Demonstrate understanding of the novel by taking the AR comprehension test. #3 Outside Reading (Classic) Book Evaluation (Animoto) Nov 5 Jan 4 Use editing and proofreading marks to make corrections to sentences. #7 Grammar review/quizzes Nov 5 Jan 4 Use context clues and inferences to complete the vocabulary practice pages and attain a working knowledge of vocabulary words. Construct sentences/paragraph that demonstrate understanding of vocabulary. Identify the qualities of an epic hero Compare the qualities of an epic hero with a modern hero Conduct sustained research to synthesize multiple sources on Anglo-Saxon history/background to broaden understanding of Beowulf. Identify dates, locations, people, and ideas pertinent to this period Integrate information into a clearly written informative essay, maintaining the flow of ideas, avoiding plagiarism, and following standard format for citations. #1 Vocabulary Unit 2 (Chapters 5-10) #3, #5 Epic Hero Anglo-Saxon Background Nov 5 Jan 11 Nov 5-8 PARENT/TEACHER CONFERENCES NO SCHOOL Nov 9 Identify the unique aspects of Anglo-Saxon verse (caesura, alliteration, kennings, etc.) Read and respond to Beowulf analytically and creatively Analyze Beowulf, blending citations with comments Write a précis on Beowulf #3, #5 Beowulf Cite-Connect-Comment Précis Beowulf Summative Nov Nov 29 THANKSGIVING BREAK Nov Identify similarities and differences between British and American English Understand the influences on the formation of Old English and its characteristics. #1 History of the English Language (Mother Tongue) Dec 3-20 Understand the influences on the formation of Middle English and its characteristics. Identify dates, people, places critical to the historical background of the Middle Ages. Make connections between the literature and history of the period, inferring medieval #2, #5 Middle Ages

3 customs, beliefs, and values from the art and literature. Each group of students will select a major category and identify individual subcategories for research; Each student will identify significant dates, people, and places critical to the historical background of the Middle Ages and organize information for presentation; Each student will prepare a multimedia PowerPoint presentation (3-4 slides per person) Each group will prepare a formal group outline of the presentation (to be handed in before the presentation. Each student will present research findings to the class using notes and/or note cards; Each student will prepare two (2) why and how questions to be asked of the audience after the presentation. Research Presentation CHRISTMAS BREAK NO SCHOOL Dec 21-Jan 2 Demonstrate understanding of the skills and concepts of Semester A End of Course Assessment Jan 15 END OF 2 ND QUARTER/FIRST SEMESTER Jan 18 Determine what books are popular and why people are reading them Read, analyze a book of popular fiction (200 or more pages, not more than 25 years old) Create a booklet advertisement (BLAD) to generate interest in the novel #3, #5 Outside Reading (Popular Fiction) Project Jan 21 Mar 12 Learn elements of grammar, usage, and style #7 Grammar review/quizzes s Jan 21 Feb 28 Use a variety of strategies to build and use vocabulary #1 Vocabulary Unit 3 (Chapters Jan 21 Mar 22

4 Draw connections between the literature and history of the period, inferring medieval customs, beliefs, and values from the art and literature. Compare and contrast the characteristics of the Anglo-Saxon period to the characteristics of the Middle Ages. Memorize and recite Middle English by studying the Prologue to the Canterbury Tales. Identify and explain the poetic devices used in medieval literature. Analyze the pilgrims in Chaucer s Prologue to the Canterbury Tales by completing character analysis charts. Respond both creatively and critically in writing to literary selections. Explain how the epic hero differs from the romantic hero of the medieval period. Memorize and recite Middle English by studying the Prologue to the Canterbury Tales. Identify and explain the poetic devices used in medieval literature. Create an accurate personality profile for one pilgrim from the Prologue. Work with one or more classmates to create a situation in which conversation occurs between or among pilgrims. Write a script (3-page minimum) based on Chaucer s description of one or more pilgrims. Interpret a character s personality, mannerisms, actions, and opinions based on the text. Evaluate the presentations of others #3, #5 Chaucer s Canterbury Tales (related readings) Memory work Pilgrim charts Personality Profile Script (creative writing) Presentation Canterbury Tales Summative Jan 22 Mar 20 Mar. 20 PRESIDENTS DAY NO SCHOOL Feb 18 END OF THIRD QUARTER Mar 22 SPRING BREAK NO SCHOOL Mar Understand the historical and cultural context of the English Renaissance Gain a background for understanding Shakespearean drama #2, #3, #5 Introduction to Elizabethan England Apr 2-4 REGISTRATION NO SCHOOL Apr 5-6 Paraphrase context of poetry Identify poetic devices/form used in a Shakespearean Sonnet Introduction to Shakespeare and the Sonnet Apr 8-12

5 Identify and analyze dramatic conventions of Shakespearean tragedy, such as blank verse, soliloquy, aside, dramatic irony, foreshadowing and tragic flaw. Identify the speaker and context and explain the significance of quotations from Macbeth Trace Macbeth s state of mind through the play by keeping a soliloquy log. Identify and explain the elements of plot in Macbeth. Write an in-class essay from a prompt Identify and comment on characters and symbols in the novel Evaluate the novel on three levels: as an action story, a psychological novel, and as an allegorical novel Understand, define, and give examples of literary terms and technique #3, #5 Shakespearean Drama-- Macbeth Soliloquy Log Plot Handout Macbeth Summative #3, #5 Modern literature-- Lord of the Flies or The Importance of Being Ernest Apr 18-May 10 May 10 May Demonstrate understanding of the skills and concepts of Semester B End of Course Assessment May 21 LAST DAY OF SCHOOL May 28

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