Common Formative Assessments will be implemented daily.

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1 English Language Arts Grade 12 1 st Quarter Days: 45 Essential Question: In what ways does my writing express who I am? Strand Topic Ohio s New Learning Standards Language Literature Speaking and Listening Vocabulary Acquisition and Use Key Ideas and Details Comprehension and Collaboration L Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades reading 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 a word or phrase. B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conceptualize, conceivable). C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the correct pronunciation of a word or determine or clarify its precise meaning, it s 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 using the dictionary). RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn about the text, including determining where the text leaves matters uncertain RL 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 Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where it is set, how the action is ordered, how the characters are introduced and developed) SL Initiate and participate effectively in a range of collaborative discussions (one- on- one, in groups, and teacher- led) with partners on grades 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual goals as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve conflict when possible; and determine what additional information or research is required to deepen the investigation or complete the task. W Write narratives to develop real or imagined experiences or events using effective technique, well-

2 Writing Language Text and Purposes Production and Distribution of Writing Conventions of Standard English Clear Learning Targets I can infer the meaning of unknown words using context clues (e.g., definitions, synonyms/antonyms, restatements, examples found in surrounding text). I can break down unknown words into units of meaning to infer the definition of the unknown word. I can use reference material (dictionary, thesaurus, etc.) to check my inferred meaning of an unknown word. I can analyze plot to determine two or more themes. I can compose an objective summary stating the key points and the text without adding my own opinion or feelings. I can determine how multiple themes in a text develop and interact to build on one another and produce a complex account. chosen details, and well- structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follow from and reflects on what is experienced observed, or resolved over the course of the narrative. W 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 W above.) L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 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 L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Observe hyphenation conventions. Spell correctly. Context clues Root word Prefix and suffix Synonym Antonym Etymology Definition Verb Pronunciation Context Adverb Adjective Vocabulary

3 I can identify elements of a story or drama (e.g., setting, events, characters). I can analyze how elements of a story or drama are developed and/or interrelated. I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text or issue. I can work with peers to define the rules and roles necessary to promote civil, democratic discussions and decision- making I can analyze the impact of an author s choices in presenting elements of a story or drama. I can create questions and locate key textual evidence to contribute to a discussion on a given topic, text, or issue. I can work with peers to define the rules and roles necessary to promote civil, democratic discussions and decision- making. I can define narrative and describe the basic parts of plot exposition, rising action, climax, falling action and resolution. I can use descriptive words and phrases that reveal details, appeal to the senses and help convey a vivid picture of the experiences, events, setting and/or characters. I can identify the writing style (argument, informative/explanatory, or narrative) that best fits my task, purpose and audience. I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. I can recognize that the conventions of standard English usage can change over time (e.g., colour vs. color) I can consult reference materials to resolve issues of complex or contested usage of standard English. I can identify misspelled words and use resources to assist me in spelling correctly. I can determine when to capitalize and use hyphens correctly. Pattern Interjection Noun Conjunction Clarify Textual evidence Analyze Inference Explicit Theme Central idea Complex account Summary Objective Analyze Setting Round character Flat character Dynamic character Static character Plot Exposition Rising action Climax Falling action Resolution Text structure Aesthetic Point of view First person Third person limited Third person omniscient Satire Sarcasm irony Under- statement Hyperbole Evidence

4 Approved Resource Paraphrase Verbal exchange Visual Explicit Discussion Implicit Summarize Consensus Synthesize Hyphen Convention Abbreviation Dash syntax Prefix and Suffix: 51, 217, 277, 296,545, 549,621, 630, 747, 755, 1162, 1170, 1233 Synonym and Antonym: 147, 549, 578,979, 1031, 1100, 1349 Context Clues: 609, 772, 1195, 1307, 1366 Word Origins and Etymology: 86,178,185,215,283,291,321,332,360,363,557,563,601,633,657,755,757,802,824,85 9,873,931,1023,1057,1125,1151,1158,1203,1268,1391 Definitions and Dictionaries: 654,679,1170 Beowulf Pg Gilgamesh pg. 89 Illiad pg. 99 The Canterbury Tales pg Sir Gwain and the Green Knight Pg. 195 Le Morte d Arthur pg. 207 Narrative Essay Pg. 1042, 1051 The Writing Process Pg The Writer s Language Pg Designing Your Writing Pg Additional Resources Optional Readings: Ovid Genesis: Creation Aeneid Inferno Seafarer Writing Workshop: Fictional Narrative Pg Assessments

5 Student Writing Formal Writing Informal Writing including student response writing and journal writing End 1 st Quarter District Short Cycle Assessment

6 English Language Arts Grade 12 2 nd Quarter Days: 45 Essential Question: Can the choices I make in writing conventions and resources affect the impact of my point of view? Strand Topic Ohio s New Learning Standards Writing Research to Build and Present Knowledge Production and Distribution of Writing Types of Texts and Purposes W Conduct short as well as more sustained research projects to answer a question (including a self- generated questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W 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. W Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 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 ). Apply grades 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 the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, Presidential addresses). W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W 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. 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. 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. 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. Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

7 Speaking and Listening Informational Text Speaking and Listening Comprehension and Collaboration Key ideas and details Craft and Structure Integration of knowledge and ideas Comprehension and Collaboration 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). W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL 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. RI Cite strong and through 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 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI 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. RI 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 term; over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition. RI Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, Presidential addresses). SL 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. Clear Learning Targets I can identify technology (e.g., Word, Publisher, and Power Point) that will help me produce, publish and update my individual or shared writing products. I can respond to ongoing feedback and/or new arguments or information to produce, publish and update my writing projects. I can identify various purposes (e.g., to inform, to persuade, to describe, to convey an experience) for presenting information to a reader or audience. I can analyze the information presented in diverse media and formats (e.g., charts, graphs, tables, websites, and speeches) and integrate the information in order to make informed decisions and solve problems. I can integrate appropriate digital media in a strategic manner to improve Research Central question Synthesize Qualitative Primary source Secondary source Evaluate Plagiarism Parenthetical documentation Credibility Overreliance Vocabulary

8 my presentation. I can define inference and explain how a reader uses textual evidence to reach a logical conclusion ( based on what I ve read, it s most likely true that ). I can determine a speaker s point of view and explain his/her reasoning. I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose. I can analyze an author s words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). I can recognize the difference between denotative meaning (all words have a dictionary definition) and connotative meanings (some words carry feelings). I can determine how an author chose to structure his/her exposition or argument (e.g., chronological, cause and effect, problem and solution, compare and contrast). I can determine if an author s structure is effective in making his/her points clear, convincing and engaging. I can determine the purpose behind the creation of seminal U.S. texts. I can delineate (outline) and evaluate the premises, purpose and arguments found in works of public advocacy. Advanced search Paraphrase Direct quote Authoritative print Citation Reliability Integrate Textual evidence Analysis Reflection Research Revision Strategy Edit Audience Rubric Fluency Thesis Organization Style Revise Voice Feedback Platform Internet Multimedia Website Blog Accurate Evaluate Qualitative Quantitative Cite Point of View Rhetoric Argument Support

9 Approved Resource Research: Pg The Rise of the Novel pg. 541 Gulliver s Travels pg A Modest Proposal pg. 580 Don Quixote pg Form and Function in the Age of Reason pg. 613 Identifying Tone pg. 620 The Rape of the Lock Pg. 621 A Dictionary of the English Language pg. 633 The Meaning of Everything pg 639 A Vindication of the Rights of Women pg. 667 Views on Women s Rights pg 665 The Education of Women pg 674 To the Ladies pg 677 Spin Appeal Syntax persuasion Pathos Claim Fallacy Bias Logos Author s purpose Rhetoric tone Additional Resources Use internet and other sources to find information regarding research topic. Read through each source to ensure credibility of source. Optional Readings: The Diary of Samuel Pepy Assessments Writing research paper Daily formative assessments

10 End 2nd Quarter District Short Cycle Assessment

11 English Language Arts Grade 12 3rd Quarter Days: 45 Essential Question: Can literature s message transcend history despite differences in the culture of our times? Strand Topic Ohio s New Learning Standards Writing Speaking and Listening Literature Language Informational Text Literature Informational Text Text Types and Purposes Presentation of Knowledge and Ideas Integration of Knowledge and Ideas Vocabulary and Acquisition and Use Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise, knowledgeable claim (s), establish the significance of the claim (s) from alternate of opposing claims and create an organization that logically sequences claims, counterclaims, reasons, and evidence. 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. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented. SL 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. RL 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 playwright.) L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. RI 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. RL Demonstrate knowledge of eighteenth- nineteenth and early- twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. RI Analyze seventeenth- eighteenth,- and nineteenth- century foundational U.S. documents of historical and literary significance (Including the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln s Second Inaugural Address) for their themes, purposes, and rhetorical features.

12 Clear Learning Targets I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused a debate in society. I can present my argument in a formal style and objective tone. I can present information, findings and/or supporting evidence clearly concisely and logically to convey a clear and distinct perspective. I can prepare a presentation with organization, development, substance and style that is appropriate to purpose, task, audience and a range of formal and informal tasks. I can identify multiple interpretations of the same source text. I can evaluate various works that have been drawn on or transformed the same source material and explain the varied interpretations of different authors. I can interpret figures of speech (sometimes what you say is not what you mean) and analyze their overall role in text. I can recognize the difference between denotative meaning (all words have a dictionary definition) and connotative meanings (some words carry feelings) I can identify multiple sources of information presented in different media or formats as well as in words to assist me in addressing a question or solving a problem. I can integrate effective information I have gathered to answer a question or solve a problem. I can identify various foundational works of American Literature from different time periods. I can analyze how the point of view of an author impacts his/her approach to a theme or topic found in a particular time period. I can identify various foundational U.S. documents of historical and literary significance from different time periods. I can analyze how different foundational U.S. documents utilize themes (e.g., freedom, independence, equality). Point of view Rhetoric Argument Support Spin Appeal Syntax Persuasion Pathos Claim Fallacy Bias Logos Author s purpose Rhetorical Tone Counterclaim Strategies Evidence Cohesion Objective Presentation Purpose Presence Speaker Substance Eye contact Perspective Audience Style Concise Stance Discourse Reasoning Medium Vocabulary

13 Approved Resource Persuasive Essay pg. 682 Presenting Literary Analysis pg. 242 To a Mouse pg. 721 To a Louse pg. 724 Blake Poetry pg. 730 Wordsworth Poetry pg. 747 Coleridge Poetry pg. 767 Byron Poetry pg. 813 Shelley Poetry pg. 819 Keats Poetry pg. 843 Tennyson Poetry pg. 917 Browning Poetry pg. 943 Barrett Browning Poetry pg. 953 Hardy Poetry pg. 973 Housman pg. 981 The Mark of the Beast pg.993 How Much Land pg The Bet pg The Jewels pg The Rear- Guard a Soldier s Dream pg Genre Figure of speech Word Relationship Denotation Nuance Figurative language Connotation Literal Nuance Integrate Foundational works U.S. Document Theme Rhetorical feature Rhetorical devices Optional readings: Pride and Prejudice Frankenstein 1984 Dracula Jane Eyre Pygmalion The Importance of Being Earnest Great Expectations The Time Machine Wuthering Heights The Jungle Book Brave New World A Room with a view Blood, Toil, Sweat, and Tears Sherlock Holmes Metamorphosis The Stranger Additional Resources

14 Under Heavy Fire in Iraq pg Survival in Auschwitz pg Blood, Sweat, Tears pg Shooting an Elephant pg I believe in a British Empire pg The Noble Mansion of Free India pg Virginia Woolf pg Yeats Poetry pg Szymborska Poetry pg The Explosion pg The Horses pg Digging pg Atlantis- A Lost Sonnet pg The Doll s House pg The Rocking Horse Winner pg The Book of Sand pg Marriage is a Private Affair pg Games at Twilight pg The Rear Assessments Picture this Word Picture exercise pg. 940 Analyze the use of figurative language in poems Analyze Modern Eulogies Write a Poetic Sequel Exercise Create a Horror Movie Exercise Conduct a Panel Discussion Exercise Debate an Issue Exercise Reading Focus and Literary Focus question at the end of the readings Make a presentation on War Memories exercises Write About the Power of Words exercise Continue the story Write a Travel Brochure Discuss Irony Make a Case Write an Essay exercise

15 Analyze a Modern Schoolyard exercise Design a World War I Memorial Conduct Research Determine fact vs. Opinion End 3rd Quarter District Short Cycle Assessment

16 English Language Arts Grade 12 4 th Quarter Days: 45 Essential Question: Does my ability to read and write fiction and nonfiction pieces of literature prepare me for the next step in my life? Strand Topic Ohio s New Learning Standards Informational Text Literature Writing Speaking and Listening Language Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity Range of Writing Presentation of Knowledge and Ideas Vocabulary Acquisition and Use RI By the end of grade 12, read and comprehend literary nonfiction in the grades 12- CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. RI By the end of grade 12, read and comprehend literary fiction in the grades 12- CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. W 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 range of tasks, purposes. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. L 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 Clear Learning Targets I can closely read complex grade level texts. I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) to help me understand difficult complex text. I can closely read complex grade level texts. I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) to help me understand difficult complex text. I can recognize that different writing tasks (e.g., journal, reflection, research) require varied time frames to complete. I can write for a variety of reasons (e.g., to inform, to describe, to persuade, to entertain/convey an experience) I can identify various reasons for speaking (e.g., informational, descriptive, Reading strategy Comprehension Genre Writing format Writing style Task Purpose Audience Formal Informal Colloquial Dialect Conventions Vocabulary

17 formal, informal). I can compose a formal speech that demonstrates a command of grades 12Language standards. I can acquire and use college and career readiness level academic and domain- specific words/phrases to demonstrate proficiency in reading, writing, speaking and listening. I can consider vocabulary knowledge including denotation, nuance, etymology, etc. and determine the most appropriate words or phrases to express overall meaning. Approved Resource The Rear- Guard a Soldier s Dream pg Under Heavy Fire in Iraq pg Survival in Auschwitz pg Blood, Sweat, Tears pg Shooting an Elephant pg I believe in a British Empire pg The Noble Mansion of Free India pg Virginia Woolf pg Yeats Poetry pg Szymborska Poetry pg The Explosion pg The Horses pg Digging pg Atlantis- A Lost Sonnet pg The Doll s House pg The rocking Horse Winner pg The Book of Sand pg Marriage is a Private Affair pg Games at Twilight pg Discourse General academic words Domain- specific words Diction Impact Jargon tone Optional Readings: Brave New World A Room with a View Blood, Toil, Sweat, and Tears Sherlock Holmes Metamorphosis The Stranger Additional Resources Assessments

18 End of Year Assessment End 4 th Quarter District Short Cycle Assessment