Des Moines Public Schools

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1 English IV The Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards Curriculum Guide secondaryliteracy.dmschools.org Revised: 6/2/2015

2 A Portrait of our Des Moines Public School Student To prepare the students of for college and career readiness, 12 th grade English is aligned with the Iowa Core Standards and will provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual media of steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate complex arguments; and the capacity to surmount the challenges posed by complex texts. When writing in 12 th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce high- quality first draft text under a tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. 12 th graders will have opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner built around important content in various domains. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. The content of this class will focus around the guiding questions to be taught in 6 units over the length of the school year. Students will also work on projects, in- class writing, and wide- reading on grade level. Course Description English IV includes a survey of world literature following a chronological progression. These texts, with earlier works studied in the first semester and more contemporary pieces in the second semester, are studied to critically evaluate information based on relevancy, objectivity, and reliability. Students will write several compositions using expository techniques, including a research project. This project will include an articulated research question or thesis statement, and incorporate findings while adhering to a consistent format for documentation.

3 How to use this document The curriculum guide breaks the school year into four units. Units 1 and 2 are to be completed by the end of Semester 1, and Units 3 and 4 are to be completed by the end of Semester 2. There are two district level assessments; the first to be given after Unit 2, and the second to be given after Unit 4. These assessments are optional but highly effective measures of student skills in the prioritized standards. The standards should be cycled through as students and teachers advance through the curriculum guide so a standard taught in Unit 1 may be revisited again in units 2-4. Appendix A contains the standards that should be embedded year- round into instruction. Each unit has listed Priority Standards (in gray boxes) which come directly from the Iowa Core and must be taught. The unit also has Supporting Standards (in white boxes) that come from the Core and are used to assist in the teaching of the Priority Standards. The complete language of the standards is available at These standards have been broken down into more approachable learner objectives or Student Can Statements. Each learner objective has been assigned a letter so that corresponding test items can be easily identified. The learner objectives are taken directly from the standards and are a more manageable approach to acquisition of the larger standard. Each unit has essential questions that can be answered through study of the learner objectives for that unit. Each learner objective needs to be mastered by the end of the unit. The column Instructional Focus is a list of concepts and vocabulary that should be used abundantly with students. Potential Material contains both items from the Prentice Hall text (corresponding page number listed in parentheses behind story) book as well as hyperlinked resources available on the internet. These texts were chosen because they lend themselves in structure and style to the instructional focus. The standards listed are the curriculum. The potential materials are resources, vehicles to mastery of the standard. Shaded standards are essential to the next level of learning, and must be mastered by the end of the school year. Students should engage in one full- length text (novel, play, or non- fiction book) per semester, either independently, with small groups, or whole class. Please visit the secondaryliteracy.dmschools.org for more ideas and lesson plan sharing.

4 Unit 1 [Epics and Middle Ages] Essential Questions: What do epics reveal about past cultures? Standard Learner Objective - Students Can Instructional Focus Suggested Materials RL 1 a. I can draw inferences from the text to support my analysis b. I can cite thorough textual evidence for support of analysis. c. I can infer what the text implies in areas where matters are uncertain. RL 2 RL 5 RL 6 a. Analyze the development of two or more themes over the course of a text b. Analyze how themes interact or build on one another a. Analyze form or structure of literature b. Determine what choices were made by the author to enhance the intended meaning c. Analyze how elements of a text s structure were manipulated to contribute to overall meaning and impact a. Analyze a specific point of view b. Distinguish between what is stated and what is meant c. Understand the use of sarcasm, satire, irony, and understatement to determine Elements of an Epic Stylistic Elements Epic metaphor Epic simile Rhyme (approximate and EYE) Epithets Syntax Hero/foil Supernatural Heightened language Invocation In Medias Res Archetypes Allegory Personification Characterization Sarcasm Satire Understatement Oedipus Rex Book 22: The Death of Hector, from the Iliad (56) Beowulf (18) Grendel Gilgamesh (47) The Seafarer* The Ballads Lord Randall (109) Get Up and Barr the Door (110) Canterbury Tales (115) Prologue (118) Wife of Bath (155) Pardoner s Tale (145) Pardoner s Tale (youtube) W 5 W 10 a. Use planning, revision, editing, rewriting, or a new approach to strengthen writing b. Revise to address what is most significant for a specific purpose or audience a. Complete various pieces of writing over varying lengths of time b. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings NOTE: English IV PLC felt that standard L2 also fit nicely in this unit. Planning, revising, editing, rewriting Peer- editing techniques Addressing audience Purpose for writing Audience Varying tasks Supporting text: King James Bible (336)

5 Unit 2 [Shakespeare] Essential Question: How are the themes employed by Shakespeare universal? Standard Learner Objective - Students Can Instructional Focus Suggested Materials RL 4 a. Determine meaning of unfamiliar words and phrases based on how they are used in a text b. Determine the meaning of words with multiple meanings c. Identify and explain figurative and connotative language with textual support d. Analyze an author s use of word choice to create meaning e. Explain the impact of word choice in regard to beauty or engagement RL 5 RL 7 RL 3 a. Analyze form or structure of literature b. Determine what choices were made by the author to enhance the intended meaning c. Analyze how elements of a text s structure were manipulated to contribute to overall meaning and impact a. Analyze various interpretations of a source text b. Evaluate how the medium interprets the source text c. Include a range of dramatists from American writers to Shakespeare in evaluatory and interpretive activities a. Identify elements of a story or drama b. Analyze how the author s choices impacted the elements of the story or drama c. Analyze how setting structure and character development are related to develop a story Drama Stylistic Elements: Imagery Allusion Figurative Language Iambic Pentameter Couplets Internal Rhyme Slant/Approximate Rhyme Blank Verse Soliloquy, Monologues, Asides Comedy/Tragedy Shakespeare Macbeth (295) o Lesson plan: Fear and the Motives of Evil o Lesson plan: Fear and the Dagger of the Mind Another Shakespearean option (not Romeo and Juliet) W 5 W 10 c. Use planning, revision, editing, rewriting, or a new approach to strengthen writing d. Revise to address what is most significant for a specific purpose or audience c. Complete various pieces of writing over varying lengths of time d. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings NOTE: English IV PLC felt that standard L2 also fit nicely in this unit. Planning, revising, editing, rewriting Peer- editing techniques Addressing audience Purpose for writing Audience Varying tasks

6 Unit 3 [Satire] Essential Questions: How do authors leave meaning open to reader interpretation? Standard Learner Objective - Students Can Instructional Focus Suggested Materials a. Analyze a specific point of view Stylistic Elements Renaissance Poetry RL 6 b. Distinguish between what is stated and what is meant o Shakespeare (275) c. Understand the use of sarcasm, satire, irony, and understatement to determine Satire o Marlow (257) Figurative language o Jonson (318) RL 7 o Donne (301) a. Analyze various interpretations of a source text Rhyme Scheme Cavalier Poets b. Evaluate how the medium interprets the source text Wisdom Literature c. Include a range of dramatists from American writers to Shakespeare in evaluatory and Possible Full text or abridged: interpretive activities Candide, Voltaire (462) Don Quixote, Cervantes Frakenstein, Shelley Paradise Lost, Milton (363) RI 1 RI 3 RL 4 W 2 a. Analyze the meaning of a text b. Support analysis with inferences drawn from a text c. Support analysis with explicit ideas from a text d. Identify textual ambiguity a. Analyze a complex set of ideas or sequence of events b. Explain how specific individuals, ideas, or events interact and develop a. Determine meaning of unfamiliar words and phrases based on how they are used in a text b. Determine the meaning of words with multiple meanings c. Identify and explain figurative and connotative language with textual support d. Analyze an author s use of word choice to create meaning e. Explain the impact of word choice in regard to beauty or engagement a. Examine a topic by selecting, organizing, and analyzing relevant content b. Write informatively with a predictable structure c. Incorporate useful formatting, graphics, and multimedia d. Employ facts, definitions, concrete details, quotations, and/or examples e. Include precise language and domain specific vocabulary Include figurative language Drawing inferences Citing evidence in support of inferences Citing explicit ideas from text Recognizing matters of uncertainty Interaction of events and ideas Inferences about Elizabethan England Informative writing Appropriate structure for topic and content Research methods Citing sources Paraphrasing /Avoiding Plagiarism A Modest Proposal (428) A Vindication of the Rights of Women (485) Education and Equality (322) Speeches from Queen Elizabeth Tilbury Speech (330) English IV District Writing Assessment is due at the conclusion of this unit.

7 Unit 4 [Modern] Essential Question: What are the consequences of ignoring or refusing change? Standard Learner Objective - Students Can Instructional Focus Potential Materials RL 3 d. Identify elements of a story or drama e. Analyze how the author s choices impacted the elements of the story or drama f. Analyze how setting structure and character development are related to develop a story RL 4 RI 6 W 9 RL 10 a. Determine the meaning of words and phrases based on how they are used in a text b. Understand figurative and connotative meanings c. Analyze overall impact of word choice on meaning and tone d. Analyze the impact of words with multiple meanings e. Notice the impact of language chosen to enhance beauty or engagement, including Shakespeare a. Determine an author s point of view or purpose in a text b. Analyze points in a text in which the rhetoric is effective c. Analyze how style and content contribute to the power, persuasiveness, or beauty of the text Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply a variety of reading standards to literature. a. Make meaning from appropriately complex stories, dramas, and poems b. Engage with and appreciate appropriately complex texts c. Utilize strategies for making meaning from difficult stories, dramas, and poetry d. Utilize techniques for engaging with and appreciating difficult texts e. Techniques for selecting texts that are interesting, motivating, and appropriate for who they are as readers Stylistic Elements Figurative Language Imagery Satire Symbols Allusion Parallel Structure Formal Tone : Plot Structure Character Development Stylistic Elements: Figurative Language Imagery Satire Symbols Allusion Parallel Structure Formal Tone Roman Oration The Second Coming (946) Blood, Sweat, Tears (849) In the Shadow of War (875) Marriage is a Private Affair (930) Telephone Conversation (938) The Book of Sand (1007) Half a Day (1023), Like the Sun (1064) Saboteur (1090), Axolotl (999) B. Wordsworth (1015) Once Upon a Time (923) No Witchcraft for Sale (908) The Silver Fifty- Sen Pieces (854) Sonnet 79 (1060) The Question of South Africa (1102) Towards a True Refuge (1106) Shooting an Elephant (898) Other text suggestions You Have Your Lebanon and I Have My Lebanon, Gibran Rashomon, Akutagawa His Unconquerable Enemy, Morrow A Very Old Man with Enormous Wings, Marquez White Man s Burden, Kipling Black Man s Burden, H.T. Johnson Possible Novels: The Bean Trees Siddhartha Like Water for Chocolate Their Eyes were Watching God Joy Luck Club Stolen Lives In the Time of Butterflies Kaffir Boy Brave New World Beneath the Marble Sky Cross Currents