Aug11,2015 12TH GRADE FINAL DRAFT

Gary CSC School District

English Language Arts Standards Guide

Indiana Academic State Standards-

Grade: 12 Unit 01: # Aspire to be a Leader, be a Reader Legends In History

Trimester A: August 24- November 19 Quarter _1_ District Benchmarks Week 1 Suggested Anchor Text

Prentice Hall Literature / The British Tradition Volumes 1&2

Big Ideas Essential Questions (Incorporate Real World Connections)

• Recognize an obstacle of life.

• How to endure life’s obstacles

• Are there recurring tasks in your life that you both enjoy and fear? What keeps

you doing these tasks?

• What impact did Alfred the Great have on the development of England?

• In what ways did literature keep history alive in the Anglo-Saxon and Medieval

England?

Week 01 “I Can Statements”

ISTEP Level

+ -

(RV 2.1) I can

• Use context to determine the meaning of words or phrases.

X

(W3.3) I can

• Engage the reader.

• Create a smooth progression of experiences or events.

• Use a variety of narrative techniques.

• Sequence events to build toward a particular tone or outcome.

• Write a conclusion reflective of the resolution.

X

(RN2.1) I can

• Cite textual evidence to support analysis of what a text says explicitly as well as inferences.

• Interpret information drawn from the text.

• Determine information when the text leaves matters uncertain.

X

(RV2.4) I can

• Identify patterns of word changes that indicate different parts of speech.

• Correctly use patterns that indicate different parts of speech.

(W6.1) I can

• Build upon and continue to apply conventions learned previously.

(SL1) I can actively listen to spoken language in an effort to communicate effectively with an audience for different purposes.

(RL2.1)

I can cite strong and textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations

drawn from the text.

Grammar I can learn elements of grammar usage and style. X

Do (Verb) Skill (Noun) How? Instructional Strategies

RV 2.1

Analyze

Words and phrases Determine/identify the meaning of words and

phrases by how it’s used in the text.

Oral reading/ Modeling/ Close reading

W3.3

Write/Create

Narrative Using progressions of experiences or events Modeling

RN 2.1

Cite

Textual Evidence Using inferences and interpretations “I see, I think, I wonder”

W4

Apply

Writing Process Plan, revise, edit and produce Pre-writes, Drafts, Edits

W6.1

Demonstrate

Writing Process Demonstrate command of English grammar usage

focusing on pronouns, verbs, adjectives, and

adverbs

Final product

SL1

Listen

Communicate effectively Listen actively to spoken language to

communicate effectively to a variety of audiences

for different purposes

Listening and Speaking

RL.2.1

Cite

Evidence Use textual evidence to support analysis of what

the text says explicitly and make inferences drawn

from the text.

Research various primary and secondary resources

ML.1

Analyze

Information Analyze information found from various text to

inform, persuade, entertain and transmit culture.


RV 2.2

Apply

Concepts Build upon the concepts learned previously and

continue to apply concepts.


Subgroups Differentiation/Scaffolding

� English

Learners

Students and teacher read the text together, stopping to respond to and discuss the questions and returning to the text. A variety of

methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written

response, group work, etc.)

Identify multiple meaning words from text. Provide visual representation of unfamiliar terms when available. Activate/build background

knowledge through introduction of lesson(s) that incorporate both discussion and visuals. Model proper responses both oral and � Tier I (Below) Build background knowledge through discussion and providing visuals. Have students represent their understanding through various

modes: orally, and written. Implementation of cooperative learning small group learning activities.

� Tier II (On) Use of graphic organizers and active engagement learning strategies. Implementation of small group learning activities.

� Tier III (GATE) Extend learning activities to incorporate real world application relative to the topic/theme.

Reading Selection: 12___: ___From Legend to History __________________

. The Old English and Medieval Periods: The Seafarer, The Wanderer & The Wife’s Lament

Prentice Hall Literature / The British Tradition Volumes 1&2

Lexile Grade Level

1205 12

Read and Task

The Old English and Medieval Periods The Seafarer The Wanderer The Wife’s Lament

An introduction to rich cultural heritage

that lays the foundation for British

Tradition, hierarchical structures.

The theme of exile is a ninth-century

poem entitled The Seafarer, one of the

earliest known British poems. It explores

the suffering of an Anglo-Saxon warrior

while traveling across the ocean during

the middle of winter.

In this poem the wanderer feels he has

experienced a collapse of his entire world due

to the death of his Lord. He feels, he has no

purpose, friends, or hope of enjoying his

treasures. He is alone, left to wander in search

of a new Lord.

The speaker of this poem has been sent into exile

by her husband Although she still longs for him, she

is bitter and angry about being lonely, friendless

and the joyless fate she must endure in her new

journey ahead.

Self-Selected Text (teacher): Prentice Hall Literature, The British Tradition, Volume I & Volume II

(Optional Suggestions)

• The Old English and Medieval Periods

• The Seafarer; The Wanderer; The Wife Lament

• Beowulf-(Week 4) Unit One part II

• Gilgamesh

• The Iliad from A History of the English Church and People from The Anglo-Saxon Chronicles

• The Canterbury Tales

• Sir Gawain and the Green Knight

• From Morte d’ Arthur

• Letters from Margaret Paston

• Lord Randal from The King James Bible

• Sonnets 1, 35,75, Edmund Spenser

• Sonnets 31& 39 Sir Philip Sidney

• Sonnets 29, 106, 116 & 130 William Shakespeare

• from Utopia

• Macbeth

Self-Selected Text (teacher)Continued: (Novels)

(Optional Suggestions)

• Their Eyes Were Watching God, Hurston, Zora Neale

• The Merchant of Venice, Shakespeare

• 1984, Orwell

• Cry the Beloved Country, Paton, Alan

• A White Herron, Jewett

• Triffles, Glaspell

• One Hundred Years of Solitude, Marques

• A Lesson Before Dying, Gaines (Independent Reading)

• Native Son, Richard Wright (Independent Reading)

• Sophie’s World, Jostein Gaarder (Summer Reading)

• The Fountainhead (Summer Reading)

• Atlas Shrugged (Summer Reading)

• Oedipus Rex, Sophocles

• Antigone, Sophocles

• Julius Caesar, Shakespeare

• Othello, Shakespeare

• The Merchant of Venice, Shakespeare

• Les Miserables, Victor Hugo

• The Infero, Dante translated by Henry Wadsworth Longfellow

• A Doll House, Ibsen

• The Importance of Being Earnest, Wilde

• Brave New World, Huxley (Independent Reading)

• We the Living

• The Tragedy of Hamlet, Prince of Denmark

• Shakespeare (selection may vary from year to year)

Suggested Supporting Media (e.g., Web addresses/URLs that support the implementation of your unit)

WordsELA.com On-Line ( Internet) and Newspaper ads

Wordsift.com

Flowcabulary.com

Youtube.com

Listening to Literature Audio CDs

Cross-Curricular Connections

Science Social Studies Mathematics

What influence did the seasons have on the warriors and their

voyages?

Research the route taken by the Anglo-Saxon

warriors. Students will follow the paragraph about

some of these fifth-century migrations, label and draw

lines on the map to illustrate this migration.

Estimate the time it took for the warrior to travel between seasons.

Compare current studies of the sky with that of the Middle Ages.

Find a picture of Haley’s Comet as rendered on the Bayeux

Tapestry and as shown in a modern astronomical photograph

Develop Maps that trace the timeline of specific

events that occurred from the beginning of the time

period to the end of the time period.

Identify statistics as it relates to loss, and loneliness.

Research the study of Astronomy during The Anglo-Saxon period

and

Make a connection with reference made during the Middle Ages.

Compare and contrast the British Events to World

Events and identify turning points, political events,

such as invasions and cultural developments.

Technology – Hardware (Click boxes of all equipment needed)

Clicker/Responder iPad VCR

Computer(s) Printer Video Camera

Digital Camera Projection System Smart board/Whiteboard

DVD Player Promethean Board Other

ii Internet Connection Television

Technology – Software (Click boxes of all software needed)

Database/Spreadsheet Image Processing Web Page Development

Desktop Publishing Internet Web Browser Word Processing

E-mail Software Multimedia Other

Encyclopedia on CD-ROM

Printed Materials : Prentice Hall text; vocab. list, class expectation review, and other handouts (My Life at Sea)

Supplies : Posters; highlighters; markers; Publisher; Power point;

Other Resources: Teacher made handouts for understanding and making meaning.

• Reading and Literacy Intervention Workbook.

• From Legend to History: The Old English and Medieval Periods, Sir Thomas Malory

• Beowulf, translated by Burton Raffel

Reading Writing

Instructional Focus:

RL2.1 RN 2.1

Skill(s): Identify content area terms and phrases used by authors to enrich fiction and non-

fiction

Strategies: Analyze passages to discover the influence of particular cultures (e.g.,

American Indian, Greek, Latin, Norse, Hispanic, Asian, African, etc.), legends (e.g.,

Arthurian, mythological, etc.), and content areas (e.g., science, art, music, etc.). Why is

understanding a warrior’s relationship to his lord important to appreciating “The

Wanderer”? How does understanding the position of Anglo-Saxon women help you

understand “A Wife’s Lament”?

Tasks, Strategies and Resources

The students will understand and know about the periods that each work was written. The

Students will apply historical background information as they read each poem. Student

will use a graphic organizer to connect the historical context. Using the Prentice Hall

Readers Notebook or a diagram like the illustration below.

Event/Idea Event/Idea Event/Idea

The speaker is exiled

When his lord dies.

Historical Background Historical Background Historical Background

Anglo-Saxon warriors depended on

Protection of a powerful lord.

Before

Background

“The Seafarer” is an elegy, a solemn poem that mourns how quickly life passes. “The

Seafarer: is about an old sailor who describes the dangers and rewards of his relationship

with the sea. The student will apply historical background information as they read each

poem: The Seafarer, The Wanderer and The Wife’s Lament. The diagram below can be

used.

During

One of the greatest conflicts every human must face is a conflict within his or her self.

These sorts of internal conflicts are created and fought within our minds. The Seafarer,

one of the oldest surviving Old English poems, depicts a man, who, despite being wise, is

still desperate to find meaning to his existence. He is in exile, and because of this, his mind

is in a state of desolation. He has conflicts within his own psyche seemingly questioning his

very existence. He is desperate to find meaning in his life, which is full of despair and

sorrow.

After

When exiled from society, loneliness becomes apparent within a person. Towards the end

of The Seafarer the poet forces us to consider our mortality, and seems to push the notion


W3.3, W4, W6.1

Skill(s): Essay writing, prewrite, draft and revise.

Strategy: Writing in sequential order.

Performance task:

The students are to draft a brief essay agreeing or disagreeing to a passage

in the text.

On a separate page, write a draft of an essay that explores the theme of

exile in each poem. Use examples that show the richness of imagery and

powerful feelings in the poems.

Vocabulary

RV 2.1 RV2.2

Skills :): Use context to determine or clarify the meaning of words and phrases.

Strategy: Identify key terms and phrases from the text for root word analysis

and prefix or suffix.

Tier I Words

Tier II Words

Tier III Words

Create, Sequence,

Sorrow,Loneliness,

Torment, Exile Loss,

Death, Rapture &

Rhythm

Resolution, Reflection,

Convention, Admonish,

Chaste, Mewing

Compassionate, Fervent,

, Sentinel, Redress,

Grievous &

Winsomeness

Elegy, Wretched, Mewing,

Ravenous, Tarnished,

Chaste

Caesuras, Kennings,

Assonance, Alliteration

Blithe, Epic & Rancor

that life is just a journey and that we will not truly be at home until we are with God.

Speaking/Listening Language


SL1

Skills: To interpret the culture, origin, ancestry, and characteristics delivered through oral

presentation of the text.

Strategy: Give a dramatic reading of the text and have a collaborative discussion during

and after.


W3.3

Skills: Create a Narrative composition in a variety of forms that engages the

reader and creates a smooth progression of experiences or events.

Strategy: Writing in sequential order.

Assessment

Formative Assessment Option

Before Reading

Think – Pair- Write

Administer vocabulary and reading warm—ups to measure skill levels.

Read/discuss author and background features.

Turn/Talk- discuss students’ views on the meaning of each poem and what it means explicitly & implicitly.

Gallery Walk- discuss what was previously learned material and obtain students view of the content

During Reading

Informally monitor student’s comprehension while reading.

Reinforce vocabulary- Do Now Vocabulary Matching- Readers Notebook (Page 13, section b)

Develop students understanding of Anglo-Saxon lyrics.

Develop student’s ability to connect to historical context with reading strategies annotations.


After Reading:

Assess student’s comprehension and mastery of the literary analysis and reading strategies by having them answer apply the skills questions.

Have students select/use vocabulary from the text in their writing products.

Apply students’ knowledge and understanding of analyzing themes by using a writing lesson.

Option 1 - Have students write a letter in the voice of a family member who is lonely and missing the Seafarer.

Option 2 – Have students modernize the story by rewriting the story utilizing today’s vocabulary rather than Anglo terms. Read the new story to the class.



Indiana Academic State Standards

Grade: 12 Unit 03 : Ballers are Readers-Celebrating Humanity

Trimester 1 Dates: August - November 19 Quarter _1__ District Benchmarks Week 1 Suggested Anchor Text

Beowulf / Prentice Hall Literature / The British

Tradition Volumes 1&2


New Light on the Dark Ages

The Monsters

Beowulf is considered a hero of his people, his culture, and his time period. What aspects

of his character do we still find “heroic” today, and which aspects of his character may we

find unacceptable in a hero of our times? Why is this so?


I-step

+ -

( ML. 1) I can

• Analyze information from various formats to inform, persuade, entertain and embrace culture.

x

(RL. 2.1)

I can

• Cite textual evidence to support analysis of what a text says explicitly as well as make inferences.

• Determine information when the text leaves matters uncertain.

• Interpret information drawn from the text.

(RL. 4.2)

• I can analyze and evaluate works of literary or culture significant in history.

X

RV.1)

Option 3 – Use their story to write a play and act it out for the class.

Exit ticket

I can

Acquire and use various words from different levels to demonstrate independence in gathering vocabulary knowledge when

considering words or phrases that are important to comprehend or express.

(SL.2.1)

I can

• Initiate and participate effectively in a range of collaborative discussions on grade–appropriate topics, texts, and issues,

building on others’ ideas and expressing personal ideas clearly and persuasively.

x

(W.6.1c)

• I can Build and apply adjectives and adverbs that were previously learned.

x

(W.6.1d)

• I can Build upon and apply phrases that were previously learned.

x

(W.6.2)

• I can demonstrate command of conventions of Standard English.

X

X


(ML.1)

Analyze

Information Analyze information from various formats to

inform, persuade, entertain and embrace culture.


(RL. 2.1)

Cite

Textual evidence Interpret information drawn from the text. Draw inferences based on the text

(RL. 4.2)

Evaluate

Works in History Analyze and evaluate works of literary or culture

significant in history.


(RV.1)

Acquire

Words Acquire and use various words from different

levels to demonstrate independence in gathering

vocabulary knowledge

“I see, I think, I wonder”

(SL.2.1)

Initiate

Participate Initiate and participate effectively in a range of

collaborative discussions on grade –appropriate

topics.

Modeling/Peer collaboration

(W.6.1c)

Build

Adjectives and adverbs Build and apply adjectives and adverbs that were

previously learned

Pre-write, Draft and Edit

(W.6.1d)

Build

Apply phrases Build upon and apply phrases that were previously

learned.

Final product

(W.6.2)

Demonstrate

Conventions Demonstrate command of conventions of

Standard English

Pre-write, Draft and Edit


� English

Learners

Students practice reading some lines from Beowulf in small groups. Have students follow along in corresponding section in the text as

they listen to Beowulf on Audio. Students will identify some of the elevated qualities of epic language.

� Tier I (Below) Students will break longer sentences from the poem into several shorter sentences. Working together in small groups they will rewrite

difficult passages in their own words.

� Tier II (On) Students will write a character analyses for Grendel and Hrothgar based on what they have read. Students will address how the poet

aligns these characters with good and evil behavior.

� Tier III (GATE) Students will note evidence that suggest the author of Beowulf was familiar with the Bible. Have students explain these allusions to the

class by retelling the biblical accounts to which they refer. Working in small groups students will recreate a scene from Beowulf and

recite a dramatic reading.

Reading Selection ____: _____________________

Suggested Anchor Texts: Bold Print

Short Description of Text:

Literary Informational

Lexile Grade Level

__1205__ __12_

Reader and Task

Suggested Supporting Texts – Informational: Prentice Hall Literature- Volume I: “Beowulf”- The Wrath of Grendel, The Coming of Beowulf, and The Battle with

Grendel, The Monsters’ Lair, and The Battle with Grendel’s Mother, The Last Battle, The Spoils & The Farwell.

Self-Selected Text (teacher): Reader’s Notebook, Skills Development Guide & The Hobbit, Use it to Lose it: Why Language Changes over time?


WordsELA.com On-Line (Internet), Newspaper ads & Beowulf DVD

Wordsift.com

Flowcabulary.com



Students will investigate their inheritance genetic

traits and describe through a poem the science

behind their inheritance pattern.

Students will create a time-line charting the battles

Beowulf fought.

Students will research the Scandinavia culture and

society which is reflected in Beowulf, Dragon

Slayer in order to better understand the context of

the story

Technology – Hardware (Click boxes of all equipment needed)

Clicker/Responder iPad VCR

Computer(s) Printer Video Camera

Digital Camera Projection System Smart board/Whiteboard

DVD Player Promethean Board Other

ii Internet Connection Television

Technology – Software (Click boxes of all software needed)

Database/Spreadsheet Image Processing Web Page Development

Desktop Publishing Internet Web Browser Word Processing

E-mail Software Multimedia Other

Encyclopedia on CD-ROM

Printed Materials : Prentice Hall text; vocab. list, class expectation review, and other handouts (Beowulf)

Supplies Posters; highlighters; markers; Publisher; Power point;

Other Resources: Teacher made handouts for understanding and making meaning.

• Reading and Literacy Intervention Workbook.

• From Legend to History: The Old English and Medieval Periods, Sir Thomas Malory

• Beowulf, translated by Burton Raffel

Reading Writing


RL. 4.2- Analyze and evaluate works of literary or culture significant in history.

RL. 2.1- Interpret information drawn from the text.

Skill(s):

Strategies: Turn/Talk, Think, Pair, Share

Discuss good and evil, loyalty, the role of women, Christian influences on the text.

Tasks, Strategies and Resources

Before

Research to build and present Knowledge. Conduct short as more sustained research

projects to answer a question or solve a problem.

During

Research to Build and Present Knowledge. Gather Relevant information from multiple

authoritative print and digital sources.

After

Research to Build and Present Knowledge. Draw evidence from literary or informational

text to support analysis, reflection and research.


W.6.1c, W.6.1d, W. 6.2,

Skill(s): W.6.1c- Demonstrate command of English grammar and usage,

focusing on: pronouns, Verbs, Adjectives and Adverbs and Phrases and

Clauses.

W.6.2- Demonstrate command of the conventions of standard English

capitalization, punctuation and spelling.

Strategies: Oral presentation, Think, Pair Share & writing

Performance task:

• Modernize the story; discuss tin terms of your personal dragons;

discuss in terms of global terrorism.

• A 3 day paper comparing Beowulf to contemporary heroes like

Batman.

Vocabulary

RV.1- Acquire and use accurately general academic and content- specific

words and phrases the college and career readiness level to demonstrate

independence in gathering vocabulary.

Skills:

Strategy:

Tier I Words Tier II Words Tier III Words

Idol, Terrorize ,

Gruesome,

Archenemy, Villain,

Legendary, Symbols,

Attitude, Plot, Imagery ,

Genre, Tone

Heroic, Epic, Forging,

Laments, Sprawled,

Agony

Erected, Infamous,

Tormentor, Massive &

Terrorism

Reparation, Solace,

Purge, Writhing, ,

Loathsome, Exulting,

Fetters, Host, Imperious,

Niggardly, Surging, Lair,

Lament, Bolt, Hoary,

Livid, Reproach, Skulk,

Venomous

Speaking/Listening Language


SL.2.1

Skills:

Strategy:


Write down standard

Skills:

Strategy:

Assessment

Formative Assessment Options:

Before Reading


Administer vocabulary and reading warm—ups to measure skill levels.

Read/discuss author and background features.

Turn/Talk- discuss students’ views on the meaning of each poem and what it means explicitly & implicitly.

Gallery Walk- discuss what was previously learned material and obtain students view of the content

During Partner Reading:

Informally monitor student’s comprehension while reading.

Reinforce vocabulary- Do Now Vocabulary Matching- Readers Notebook (Page 13, section b)

Develop students understanding of Anglo-Saxon lyrics.

Develop student’s ability to connect to historical context with reading strategies annotations.


After Reading:

Assess student’s comprehension and mastery of the literary analysis and reading strategies by having them answer apply the skills questions.

Have students select/use vocabulary from the text in their writing products.

Apply students’ knowledge and understanding of analyzing themes by using a writing lesson.

Option 1 - Have students write a letter in the voice of a family member who is lonely and missing the Seafarer.

Option 2 – Have students modernize the story by rewriting the story utilizing today’s vocabulary rather than Anglo terms. Read the new story to the class.

Option 3 – Use their story to write a play and act it out for the class.

Exit Ticket




Grade: 12 Unit: 02 Ballers are Readers/ Leaders In History cont.….

Trimester 1 Dates: August - November 19 Quarter _1_ District Benchmarks Week 1 Suggested Anchor Text

Canterbury Tales (Prologue) / Prentice Hall

Literature / The British Tradition Volumes 1&2


How does the historical context influence the literature of the

Middle Ages?

How does literature shape or reflect society? What are the reasons for taking a

pilgrimage? Are pilgrimages made today?

Istep

Week 02 “I Can Statements” + -

• (ML.1) I can

• Analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

• (RL. 2.1) I can

• Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well and inferences.

• (RL 2.2) I can

• Compare and contrast the development of similar themes or central ideas across two or more works of literature.

• (RL. 2.3) I can

• Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

• (RL.3.1) I can

• Analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature.

• (RL.3.2) I can

• Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended.

X

• (RN 4.2) I can

• Synthesize and evaluate multiple sources of information presented in different media or formats as well as in words in order to

address a question or solve a problem.

• (SL.4.1) I can

• Actively listen to spoken language in an effort to communicate effectively with an audience for different purposes.

• (W.2) I can

• Build upon and continue applying concepts learned previously.

• (W 3. 1) I can

• Introduce precise, knowledgeable claims, establish the significance of claims, distinguish my claims from opposing claims and

create an organization that logically sequences claims, counterclaims and evidence.

• Develop claims/counterclaims fairly and thoroughly, supplying evidence for and pointing out strengths and limitations of both

sides in a manner that anticipates audience’s knowledge and possible biases.

• Use appropriate, varied transitions and syntax to create cohesion and clarify relationships.

• Establish and maintain a formal style and objective tone, while attending to the norms of the discipline in which they are

writing.

• Provide a concluding statement or section that flows from the presented argument.

• (W.3.2) I can

• Introduce a topic, organize complex ideas to make connections, including formatting, graphics and multimedia when useful.

• Use well-chosen and relevant facts, definitions, details and quotations or other examples to develop the topic.

• Use appropriate, varied transitions and syntax to create cohesion and clarify relationships

• Use precise language and domain-specific vocabulary (metaphor, simile, analogy) to manage the complexity of the topic.

• Establish and maintain a formal style and objective tone while attending to the conventions of the discipline.

• Provide a concluding statement or section that supports the information presented.

• (W.3.3) I can

• Engage and orient the reader by setting out the problem.

• Create a smooth progression of experiences or events.

• Use narrative techniques.

• Sequence events.

• Use precise words or phrases, tell details.

• Provide an ending.

• (W.6.1 a-d) I can

• Demonstrate command of English grammar and usage focusing on:

• Pronouns.

• Verbs.

• Adjectives and Adverbs.

• Phrases and clauses.


(ML.1)

Analyze

Information Analyze information from various formats to

inform, persuade, entertain and embrace culture.


Blogs/ Webpages/ Digital stories

(RL. 2.1)

Cite

Textual evidence Use textual evidence to support analysis of what

the text says explicitly and make inferences drawn

from the text.

Draw inferences based on the text/Research various primary

and secondary resources/ Compare/Contrast/ Inference web

(RL 2.2)

Compare/ Contrast

Themes Compare and contrast the development of similar

themes or central ideas across two or more works

of literature.

Warm-ups/Graphic organizations/ Journal writing/

Cross-text comparison writing/ Speaking

(RL. 2.3)

Analyze

Elements Analyze the impact of the author’s choices

regarding how to develop and relate elements of a

story or drama.


(RL.3.1)

Evaluate

Work of literature Analyze and evaluate how an author’s choices

concerning how to structure specific parts of a

work of literature

Graphic organizer/ Cooperative learning/ Peer collaboration

(RL.3.2)

Analyze

Work of literature Analyze a work of literature in which the reader

must distinguish between what is directly stated

and what is intended

Cooperative learning/ Oral reading/Inference web

(RN. 4.2)

Synthesize

Works in History Synthesize and evaluate multiple sources of

information presented in different media or

formats as well as in words in order to address a

question or solve a problem.

Analogies/ Compare/Contrast/ Oral reading/ Modeling

(SL. 4.1)

Initiate

Participate Analogies, compare and contrast Demonstration/ Skit/Dramatic reading

(W.2)

Build

Concepts Build upon and continue applying concepts

learned previously.

Modeling/Memorization

Pre-write, draft , edit and final product

(W3. 1)

Write/Introduce

Write Write routinely over a variety of time frames

For a range of tasks, purposes, and audiences;

Apply reading standards to support analysis.

Pre-write, Draft and Edit/ Story pyramid/

Peer edit with questions

(W.3.2)

Inform

Compositions Informative compositions Modeling/ Think, Pair, Write/ Small group writing

(W.3.3)

Engage

Reader Engage and orient the reader by setting out the

problem by creating a smooth progression of

experiences or events. Use narrative techniques,

sequence events, use precise words or phrases,

tell details and provide an ending.

Timed writing/Discussion web

(W6.1a-d)

Demonstrate

English grammar Demonstrate command of English grammar and

usage focusing on pronouns, verbs, adjectives,

adverbs and phrases and clauses.

Pre-write, draft , edit and final product


� English

Learners

Reader’s notebook ELA or adapted version, audio tape. Pre-teach the vocabulary. Build background knowledge. Use ESL materials.

� Tier I (Below) Reader’s notebook adapted version, audio tape, and build background knowledge. Target skills and use graphic organizers.

� Tier II (On) Students will form a discussion group and create a dialogue of the main characters based on the description given in the Prologue. Students

will share their dialogue with the class. Support and monitor student comprehension-use readers notebook in groups or pairs. Pair proficient

and less proficient readers/ check and monitor for understanding. Use graphic organizers.

� Tier III (GATE) Students will form a discussion group and create a dialogue of the main characters based on the description given in the Prologue. Students

will share their dialogue with the class.


Suggested Anchor Texts: Canterbury Tales (Prologue)

Short Description of Text:

The General Prologue opens with a description of April showers and the return of spring. “Whan

that Aprill with his shoures soote / The droghte of March hath perced to the roote,” he begins, and

writes about the burgeoning flowers and singing birds. The sun has gone through the second half of

the zodiacal sign Aires, the “Ram.” Budding, lust-filled springtime is also the time when people

desire to go on pilgrimage, and travelers from all corners of England make the journey to Canterbury

Cathedral to seek the help of the blessed martyr.

Lexile Grade Level

__1205__ _12__

Reader and Task

Suggested Supporting Texts – Informational:

The Prologue (Canterbury Tales)

The Wife of Bath

Guilds in the Middle Ages, George Renard

The Pardoner’s Tale and The Canterbury Tales as a Death Warrant from The Life, Death and Afterlife of Geoffrey Chaucer, Robin Wharton

The Canterbury Tales: Chaucer’s Respectful Critique of Church Officials and Their Abuse of Power, Lauren Day

Chaucer, Excerpt]: “Wife of His Youth” Autobiography of Malcolm X -- for connection Lee Patterson

Self-Selected Text (teacher):


The Canterbury Tales Prologue (Audio )

(youtube.com)

The Clothier’s Delight (Audio)

Tech: access Internet sites that provide practice in thinking inductively and deductively

PBS : use episodes to give students practice at watching detectives use deductive reasoning



What was the excepted science on evolution/creation

during this period?

Create a timeline tracing a variety of important

diplomatic missions that Chaucer undertook in

between 1370-1386.

Research a famous mathematician during the time

period of 449-1485.

Trace the advances that Chaucer’s characters traveled

and the advantages and disadvantages they

experienced.

Present in any format the results.

Create a timeline plotting a variety of important

diplomatic missions that Chaucer undertook in

between 1370-1386.




Grade: 12: Unit: 04 Rebels & Dreamers: The Romantic Period (1798-1832)

Trimester 2 Dates: November 19- February

Quarter _3__ District Benchmarks Week 1 Suggested Anchor Text

Prentice Hall Literature / The British Tradition

Volumes 1 & 2

Rebels & Dreamers: The Romantic Period

(1798-1832)


Fantasy and Reality: The Stirrings of Romanticism • Are you a Dreamer?

• How do you express your inner self?

• What dialects are you familiar with?

Week 04: “I Can Statements”

Acuity Level

+ -

• (RL.1) I can read a variety of literature within a range of complexity appropriate and interact with texts proficiently and

independently with scaffolding as needed for the text at the high end of the range.

x

• (SL.2.3) I can work with peers to promote collegial discussions, decision-making, set clear goals and deadlines and establish

individual roles as needed.

X

• (W.6.1b) I can students are expected to build upon and continue applying conventions learned previously.

• (SL.2.4) I can propel conversations by proposing and responding to questions that probe reason and evidence; ensure range of

positions and topics or issues; clarify, verify, or challenge ideas and conclusions; and promote diversions and creative

perspectives.

X

• (RN.4.2) I can synthesize and evaluate multiply sources of information presented in different media and formats as well as

address questions and solve problems.

X

• (ML.1) I can critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and

transmit culture.

X

• (SL.4.2) I can create engaging presentations that make strategic use of digital media to add interest and enhance understanding

of findings, reasoning and evidence.

X

• (RL.2.1) I can cite strong and textual evidence to support analysis explicitly as well as inferences and interpretation drawn from

the text, including determining where the text leaves matters uncertain.

X

• (RN.3.2) I can analyze and evaluate the effectiveness of structure and author uses in his/her expositions or argument including

whether the structure makes points clear, convincing, and engaging.

X

• (RV.2.1) I can use the context to determine or clarify the meaning of words and phrases.


(RL.1)

Read

Literature Students will read a variety of literature within a range of

complexity.

Reading warm-ups, reading strategy and graphic

organizers.

(SL.2.3)

Discuss

Individual roles Students will work together to promote collegially

discussions, establish goals and deadlines, decision-making

and establish individual roles.

Determine the writer’s purpose and discuss individual

roles and establish deadlines through peer discussions.

(W.6.1b)

Build

Conventions Students will be expected to build upon and continue

applying conventions learned previously.

Timed writing/think/ pair/ write

(SL.2.4)

Respond

Questions Students will respond to questions that probe reason and

evidence, promote diversions and create perspectives.

Discussion web

(RN.4.2)

Synthesize

Information Students will be able to synthesize and evaluate multiple

sources of information presented in different formats to

address questions and solve problems.

Timed writing/Discussion web

(ML.1)

Analyze

Information Students will be able to analyze information found in

electronic print or mass media to inform, persuade and

transmit culture.

Analyze various primary and secondary resources

found in electronic print media.

(SL.4.2)

Create

Presentations Students will create engaging presentations that make

practical use of digital media. Students will add interest and

enhance their understanding of findings, reasoning and

evidence skills.

Demonstration/ Skit/Dramatic reading

(RL.2.1)

Cite

Textual evidence Students will be able to cite strong and textual evidence to

support analysis explicitly to ascertain where the text leaves

matters of uncertainty.

Modeling, reading and citing information

(RN.3.2)

Analyze

Literary Structure

Students will analyze and evaluate the effectiveness of a

structure and author using its expositions of arguments to

identify whether or not the structure makes clear points, is

convincing or engaging.

Evaluate various primary and secondary resources

(RV.2.1)

Determine

Meaning Students will use the context to determine or clarify the

meaning of words and phrases

Pre-write/ Edit/ Final Draft


� English

Learners

Have students think of people they know who have a dramatic flair. Perhaps there is a student who would qualify for the Title “Most

Dramatic.” Without naming a particular student, have the students’ think of some qualities they would use to describe that person (lively,

outspoken or personable). Inform the students that John Donne was such a person, but that he also had a quiet, meditative aspect to his

personality. Have the students read his poetry and look for the two sides to Donne’s personality along with other surprising facets they

may identify.

� Tier I (Below) Students should be able to understand many unfamiliar dialect words from context. Have students read out loud or use an audio section of

the literary composition. Pronounce each vocabulary word for the student and read the definition out loud as a class. Have students

indicate which words they are familiar with already.

� Tier II (On) Students should act as TV Producers; they will select one of the literary poems and develop a story line. Students should break the poem

into segments, create an illustration for each segment and write the corresponding lines from the poem beneath each scene.

� Tier III (GATE) Tell the students that a new TV series called the Robert Burns Show is scheduled to air next fall. Have the students choreograph and score

an interpretation of a literary composition (To a mouse or To a Louse). Have students analyze the poem to determine how to effectively

stage the action and the speaker’s commentary. Students should assign roles, select music, rehearse and stage their interpretation.

Reading Selection: Unit 04: The Romantic Period: Rebels and Dreamers (1798-1832) 183218320_____________________

Suggested Anchor Texts: Bold Print The Romantic Age: Rebels and Dreamers

Short Description of Text: Author Elizabeth McCracken discusses gothic literature and explains

how this genre becomes popular during the Romantic Period.

During the Romantic Age, Britannia ruled the waves and English ruled much of the land. As the

British ships traveled throughout the world, they left the languages of the mother country in their

wake; they came home from foreign ports loaded with cargoes of words from other dialects

freighted with new meaning for English speakers.

Lexile | Grade Level

1205 12

Reader and Task

Suggested Supporting Texts – Informational: The Romantic Age- Rebels and Dreamers:

• The Lamb, The Tyger & Infant Sorrow | Woo’d and Married and A’ & The Chimney Sweeper| To a mouse, To a Louse & Frankenstein

Self-Selected Text (teacher): Teacher’s Edition: Prentice Hall Literature Volumes 1 & 2


Listening to Literature Audio CDs. Pre-reading Videos and DVDs Go Online: Research &, Go Online- Author Link. Vocabulary Puzzle Maker CD-ROM



Have the students read McCracken’s commentary on the

relationship between science and nature. Explore the

writings that celebrate both the hearts and the minds of

British literature’s rebels and dreams.

Trace the Romantic period of rebels and dreamers

from 1798-1832.

Create a time-line detailing the periods of the rebels

and dreamers from 1798-1832.

McCracken explains the effects of discovery on the writers

of the early 19th century.

Possible Question-How has scientific advancement

continued to affect writers since the 19th century?

Using the Romantic Period of Rebels and

Dreamers identify specific vocabulary words

describe the different dialects presented in the

context.




Grade: 12 Unit : 4 A Turbulent Time (1625-1798)


Quarter _2_ District Benchmarks Week 1 Suggested Anchor Text

“Song”/Prentice Hall Literature / The British

Tradition Volumes 1&2


Change: how it effects people and the world? What is the relationship between place and literature? How does literature shape or reflect

society? What is the relationship of the writer to tradition?


Acuity Level

+ -

(ML.1) I can critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

(RL.2.3) I can analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

(RL.3.1) I can analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature contribute to its

overall structure and meaning as well as its aesthetic impact.

(RL. 3.2) I can analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended in order to

understand the point of view.

(RL. 4.1) I can analyze and evaluate literary works in history to identify archetypes drawn from myths, traditional stories or religious works as well

as how two or more of the works treat similar themes, conflicts issues or topics.

(RN. 4.3) I can analyze and synthesize foundations in U.S. and World documents of literary significance for themes, purpose and rhetorical

features.

(RV.2.1) I can use the context to determine or clarify the meaning of words and phrases

(RV. 3.1) I can analyze the definition of words and phrases as they are used in works of literature using figurative, connotative and specific word

choices that includes but are not limited to: imagery, allegory, symbolism and how the language evokes a formal or informal tone.

X

(SL.2.2) I can stimulate a thoughtful and well-reasoned debate by exchanging ideas and referencing specific evidence found in materials, research

and resources.

X

(W.6.1a-d) I can build upon and continue applying conventions learned previously. X


(ML.1)

Analyze

Information Critically analyze information found in electronic,

print, and mass media used to inform, persuade,

entertain, and transmit culture.


(RL.2.3)

Develop

Elements Analyze the impact of the author’s choices

regarding how to develop and relate elements of a

story or drama.

Graphic organizer/ Cooperative learning/ Peer

collaboration

Talk/Share/Write

(RL.3.1)

Evaluate

Work of literature Analyze and evaluate how an author’s choices

concerning how to structure specific parts of a

work of literature contribute to its overall

structure and meaning as well as its aesthetic

impact.

Bell-ringer/ Small group/ Cooperative

learning/Compare/Contrast

(RL. 3.2)

Analyze

Work of literature Analyze a work of literature in which the reader

must distinguish between what is directly stated

and what is intended in order to understand the

point of view

Small group/ Modeling/ Cross-text comparison writing

(RL 4.1 )

Identify

Works in history Analyze and evaluate literary works in history to

identify archetypes drawn from myths, traditional

stories or religious works as well as how two or

more of the works treat similar themes, conflicts

issues or topics.

Research various primary and secondary resources/

Talk/Share/Write

(RN. 4.3)

Synthesize

Foundations Analyze and synthesize foundations in U.S. and

World documents of literary significance for

themes, purpose and rhetorical features.

Cooperative learning/

Graphic organizer

(RV.2.1)

Clarify

Meaning of Words Use the context to determine or clarify the

meaning of words and phrases

Word web/ Bell-ringer/Read-aloud

(RV. 3.1)

Analyze

Definition of words Analyze the definition of words and phrases as

they are used in works of literature using

figurative, connotative and specific word choices

that includes but are not limited to: imagery,

allegory, symbolism and how the language evokes

Note taking/study guide/Story map

Cross-text comparison writing

a formal or informal tone.

(SL.2.2)

Stimulate

Debate Stimulate a thoughtful and well-reasoned debate

by exchanging ideas and referencing specific

evidence found in materials, research and

resources.

Cooperative learning/Compare/Contrast(Venn Diagram)

/Peer collaboration/Discussion Web

Literature circles/ Blog

(W.6.1a-d)

Build

Conventions Build upon and continue applying conventions

learned previously.

Modeling/Memorization/ Pre-write, draft , edit and final

product


� English

Learners

Reader’s notebook ELA or adapted version, audio tape. Pre-teach the vocabulary. Build background knowledge. Use ESL materials

(vocabulary warm-up word list, reading warm –up).


� Tier II (On) Monitor comprehension while student read independently or in a group. Reinforce vocabulary with Vocabulary Builder notes. Assess

student’s comprehension and mastery of Literary Analysis and Reading Strategy by having them answer the Apply the Skills questions.

� Tier III (GATE) Monitor comprehension while student read independently or in a group. Reinforce vocabulary with Vocabulary Builder notes. Assess



Suggested Anchor Texts: :Song”


Lexile Grade Level

__1205__ _12__


“A Fever”

“The Bait”

“Holy Sonnet 14”



Listen to Literature Audio CD

Reader’s Notebook Adapted Version Audio CD



Research the Science practices that were used in the

17th and 18th century.

Students will imagine themselves as a character that

was mentioned in the text. Speaking as that person

students will role play on an issue that was presented

in the text.

Create a timeline identifying specific events that

occurred from the beginning of the time period to the

end of the time period.

Compare and contrast these practices with the

practices used today?

Research the life of a teen in the era of 1625-1798.

Using a Venn diagram compare and contrast the

differences and similarities of the life of a teen in the

present.

Develop maps that trace the timeline of specific events

that occurred from the beginning of the time period to

the end of the time period.




Grade: 12 Unit 06: A Time of Rapid Change- Modern and Postmodern Periods



Prentice hall Literature: Volumes 1 & 2

A time of Rapid Change: Modern & Postmodern Periods


Identifying Influences from modern and postmodern periods. What are some elements that influence change?

Week 06: “I Can Statements”

Acuity Level

�+ � �-

• (RV. 3.3) I can interpret figures of speech (e.g., paradox) in context and analyze their role in the text. X

• (SL. 4.3) I can build and continue to apply concepts learned previously.

• (SL. 3.1) I can integrate multiple sources of information presented in diverse media and formats (e.g.,

visually, quantitatively orally) in order to make informed decisions.

• (RL. 2.2) I can compare and contrast the development of similar themes or central ideas across two or

more works of literature and analyze how they emerge, are shaped and refined by specific details.

X

• (RN.3.2) I can analyze a work of literature in which the reader must distinguish between what is directly

stated and what is intended (e.g., satire, sarcasm, irony, or understatement) in order to understand the

point of view.

x

• (W. 3.1) I can write arguments in a variety of formats: introducing a piece, develop a claim and counter

claim, use effective transitions and varied syntax, established consistent style and provide a concluding

statement.

X

• (RL.2.1) I can cite strong and thorough textual evidence to support analysis of what a text says explicitly as

well as inferences and interpretations drawn from the text, including determining where the text leaves

matters uncertainty.

X

• (W.6.1) I can demonstrate command of English grammar and usage with a special emphasis on:

• Pronouns

• Verbs

• Adjective and Adverbs

• Phrases and clauses

Do (Verb) Skill (Noun) How? Instructional Strategies ________(__________)

(RV.3.3)

Interpret

Figures of Speech

Students will interpret figures of speech (e.g. paradox)

in the context and analyze their role in the text.

Oral Presentations, prewrites, drafts and skits.

(SL. 4.3)

Build

Applied Concepts

Students are expected to build upon and continue

applying concepts learned previously. Chucking/Dramatic reading/Literature

Circles/Poetry/Blogging/Discussion groups.

(SL. 3.1)

Integrate

Information

Students will integrate multiple sources of

information presented in diverse media and

formats (e.g., visually, quantitatively orally) in

order to make informed decisions.

Chucking, Oral presentations, Peer debates.

(RL. 2.2) Compare & Contrast

Themes or Central ideas Students will compare and contrast the

development of similar themes or central ideas

across two or more works of literature and

analyze how they emerge, are shaped and refined

by specific details.

Theme tracker, warm-up, cross-text comparison

writing, speaking and journal writing.

(RN.3.2)

Analyze

Literature Students will analyze a work of literature in which

the reader must distinguish between what is

directly stated and what is intended (e.g., satire,

sarcasm, irony, or understatement) in order to

understand the point of view.

Inference/Discussion/ Brain Storming/Theme

tracker

(W. 3.1)

Write

Arguments Students will write arguments in a variety of

formats: introducing a piece, develop a claim and

counter claim, use effective transitions and varied

syntax, established consistent style and provide a

concluding statement.

Creating arguments

(RL.2.1)

Cite

Textual evidence Students will cite strong and thorough textual

evidence to support analysis of what a text says

explicitly as well as inferences and interpretations

drawn from the text, including determining where

the text leaves matters uncertainty.

Modeling, reading and citing information

(W.6.1)

Demonstrate

Command of Grammar

usage

Students will demonstrate command of English

grammar and usage with a special emphasis on: Pronouns, Verbs, Adjectives and Adverbs,

Prewrite, draft, edit and final product


� English

Learners

By reading War poets, Brooke, Sassoon and Owen will provide insight to students on the life in the trenches of the First

World War and the effect of war’s barbarity on refined sensibilities.

� Tier I (Below) Students will understand how huge wars took place around the world during the modern and postmodern periods.

Throughout the text, subheads and pictures depict the historical background of this era.

� Tier II (On) For each subhead and picture in the historical background, the students will write a caption as to whether it concerns war

times peace, or if there is uncertainty.

� Tier III (GATE) Students will trace the themes of memory and recognition through the Historical Background. Students will depict what

events should be remembered as warning for the future and what trends attempted to create the utterly new?

Reading Selection: Unit 06- A Time of Rapid Change: Modern & Postmodern Periods Suggested Anchor Texts: A Time Of Rapid Change: Modern & Postmodern Periods.

Short Description of Text: This unit includes voices from the Commonwealth on Nations,

countries for which the Queen of England serves only as a figurehead. Author Anita Desai

describes the influence of Britain’s language and culture on her Indian heritage. Later in the unit,

there are stories about how human joy and struggles prevail around the world.

Suggested Supporting Texts – Informational: Anita Desai- Talks about the time period, A Devoted Son & Writing Vivid Descriptions

When You Are Old, The Lake Isle of Innisfree, The Wild Swans at Coole, The Second Coming & Sailing to Byzantium, Modernism and Beyond William

Butler Yeats). Preludes, Journey of the Magi, The Hollow Men & Critical Commentary on The Hollow Men (T. S. Eliot). In Memory of W.B. Yeats, Musee

Des Beaux Arts, Carrick Revisited, Not Palaces (W.H. Auden, Louis MacNeice & Stephen Spender). The National Gallery, Roles and Objectives, Shooting

an Elephant & Demon Lover (George Orwell & Elizabeth Bowen).

Self-Selected Text (teacher): Prentice Hall Literature: Reader’s Notebook


Internet, Videos, DVD’s Audio CDs & books



Atomic Age:

Students will understand and identify with the scientist that

split an atom in 1938. During that time a worldwide vision

of horror and hope of world destruction and miraculous

power was unleashed. Students will understand nuclear

fusion, which was a hydrogen bomb that was used in the

process.

The 20th century is the Age of the Masses which is a time of

mass political movements, mass entertainment and so on.

Students will find three events to support this description.

Students will create timelines of each theme for British and

World events.

Have students read Desai’s commentary on the ways British

language and culture affected her Indian heritage.

Using a chart/graph, students will highlight or outline the

era of British influence on the India culture.

What was the impact of two world wars on Britain?

Describe the influence of Modernism and Postmodernism

on the writing of these periods.




Grade: 12 Unit : 07 Progress and Decline (1833-1901) Victoria Period

Trimester 3 Dates:


“My Last “Duchess”/Prentice Hall Literature /

The British Tradition Volumes 1&2


Love before and now. How do you measure love? Is it an action or an emotion?


Acuity Level

+ -

• (ML.1) I can critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and

transmit culture.

• (RL. 2.1) I can cite strong and thorough textual evidence to support analysis of what a text says explicitly as well inferences and

interpretations drawn from the text, including determining where the text leaves matters uncertain.

(RL.3.1) I can analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature

contribute to its overall structure and meaning as well as its aesthetic impact.

• (RN. 2.2) I can compare and contrast the development of similar central ideas across two or more text and analyze how they

emerge and are shaped and refined by specific details

• (RV. 2.4) I can identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

• (W. 2) I can build upon and continue applying concept learned previously.

• (W.5) I can conduct an independent short as well as more sustained research assignments and task to build knowledge about

the research process and the topic under study including Formulate an inquiry question, and refine and narrow the focus as

research evolves, gather relevant information, assess the strength and limitations of each source, synthesize and integrate

information into the text, avoid plagiarism and follow standard formatting of MLA or APA for citation and present the

information.


(ML.1)

Analyze

Information Critically analyze information found in electronic, print, and mass

media used to inform, persuade, entertain, and transmit culture.

Research various primary and secondary

resources

(RL. 2.1)

Cite

Textual Evidence Cite strong and thorough textual evidence to support analysis of what

a text says explicitly as well inferences and interpretations drawn from

the text, including determining where the text leaves matters

uncertain.

Draw inferences based on the text/Research

various primary and secondary resources/

Compare/Contrast/ Inference web

(RL.3.1)

Evaluate

Work of literature Analyze and evaluate how an author’s choices concerning how to

structure specific parts of a work of literature contribute to its overall

structure and meaning as well as its aesthetic impact.

Bell-ringer/ Small group/ Cooperative

learning/Compare/Contrast

(RN. 2.2)

Compare

Ideas Compare and contrast the development of similar central ideas across

two or more text and analyze how they emerge and are shaped and

refined by specific details

Compare/Contrast/ Inference web/ Pre-write/

draft / edit.

(RN. 4.3)

Synthesize

Foundations Analyze and synthesize foundations in U.S. and World documents of

literary significance for themes, purpose and rhetorical features.

Cooperative learning/

Graphic organizer

(RV. 2.4)

Identify

Word changes Identify and correctly use patterns of word changes that indicate

different meanings or parts of speech.

(RV. 3.1)

Analyze

Definition of words Analyze the definition of words and phrases as they are used in works

of literature using figurative, connotative and specific word choices

that includes but are not limited to: imagery, allegory, symbolism and

how the language evokes a formal or informal tone.

Note taking/study guide/Story map

Cross-text comparison writing

(W. 2)

Build

Concepts Build upon and continue applying concept learned previously Modeling/Memorization

Pre-write/ draft / edit/ and final product

(W.5)

Conduct

Research Conduct an independent short as well as more sustained research

assignments and task to build knowledge about the research process

and the topic under study including Formulate an inquiry question,

and refine and narrow the focus as research evolves, gather relevant

information, assess the strength and limitations of each source,

synthesize and integrate information into the text, avoid plagiarism

Research various primary and secondary

resources

and follow standard formatting of MLA or APA for citation and present

the information.

(W.6.1a-d)

Build

Conventions Build upon and continue applying conventions learned previously. Modeling/Memorization/ Pre-write/ draft / edit/

and final product/ Rubric.


� English

Learners

Reader’s notebook ELA or adapted version, audio tape. Pre-teach the vocabulary. Build background knowledge. Use ESL materials.


� Tier II (On) Monitor comprehension while student read independently or in a group. Reinforce vocabulary with Vocabulary Builder notes. Assess


� Tier III (GATE)

Monitor comprehension while student read independently or in a group. Reinforce vocabulary with Vocabulary Builder notes. Assess



Suggested Anchor Texts: “My Last Duchess”

Short Description of Text: This poem is loosely based on historical events involving Alfonso, the

Duke of Ferrara, who lived in the 16th century. The Duke is the speaker of the poem, and tells us

he is entertaining an emissary who has come to negotiate the Duke’s marriage (he has recently

been widowed) to the daughter of another powerful family. As he shows the visitor through his

palace, he stops before a portrait of the late Duchess, apparently a young and lovely girl. The

Duke begins reminiscing about the portrait sessions, then about the Duchess herself. His musings

give way to a diatribe on her disgraceful behavior: he claims she flirted with everyone and did not

appreciate his “gift of a nine-hundred-years- old name.” As his monologue continues, the reader

realizes with ever-more chilling certainty that the Duke in fact caused the Duchess’s early demise:

when her behavior escalated, “[he] gave commands; / Then all smiles stopped together.” Having

made this disclosure, the Duke returns to the business at hand: arranging for another marriage,

with another young girl. As the Duke and the emissary walk leave the painting behind, the Duke

points out other notable artworks in his collection.


Lexile Grade Level

__1205__ _12__

Reader and Task


The Doll’s House

Elizabeth Browning “Sonnet 4"

Thomas Hardy “Ah, Are You Digging My Grave?”

A.E. Houseman “To An Athlete Dying Young”



Listen to Literature Audio CD

Reader’s Notebook Adapted Version Audio CD

A&E/PBS Biographies: use these as models for biographical and autobiographical narratives

Movie: My Last Duchess use episodes or scenes as models for plot, character, and setting



Research how science was used in the Victoria Period. Research the issues that women were faced with in the

Victoria Period.

Research the currency and the mathematical practices

used in the Victoria Period

Using the information form an opinion on the impact

on Science in the Victoria Period to present-day

Compare/contrast women rights from the Victoria

Period to women right in the present. Answer question

“Has the rights of women changed?

Research and list some of the scientific discoveries

during this period.

Answer question in essay form.




Grade: 12 Unit 08: Research- 20th Century Short Stories & Drama

Trimester 3 Dates:


Research: “20th CENTURY SHORT STORIES AND DRAMA”


What would the world be like without drama? Why is drama important in a story?


Acuity Level

�+ � �-

• (RN. 3.3) I can determine an author’s perspective or purpose in a text in which the rhetoric is particularly

effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns

and counterclaims), analyzing how style and content contribute to the power, persuasiveness or beauty of

the text.

x

(W. 6.2a) I can build upon and continue applying conventions learned previously. x

• (RN. 3.1) I can expect to build upon and continue applying concepts learned previously.

• (W. 6.2) I can demonstrated command of conventions of Standard English capitalization, punctuations and

spelling. x

• (SL. 3.2) I can evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the

stance premises, links among ideas, word choice point of emphases and tone used.

X

• (ML. 1) I can critically analyze information found in an electronic, print and mass media used to inform,

persuade, entertain, and transmit culture. X

• (RL.2.1) I can cite strong and thorough textual evidence to support analysis of what a text says explicitly as

well as inferences and interpretations drawn from the text, including determining where the text leaves

matters uncertain.

X

Do (Verb) Skill (Noun) How? Instructional Strategies ________(__________

(RN. 3.3)

Determine

Author’s purpose

Students will determine the author’s

perspective or purpose in a text in which the

rhetoric is particularly effective (e.g., appeals to

both friendly and hostile audiences, anticipates

and addresses reader concerns and

counterclaims), analyzing how style and

content contribute to the power,

persuasiveness or beauty of the text.

Students will compare/contrast the ‘voices’ in a

single narrative selection (i.e., the narrator’s

voice, various characters and the reader’s own

voice) re: plot events, tone of the piece, other

characters, etc.

(W. 6.2a)

Build

Students will build upon and continue applying

conventions learned previously.

Relate the characteristics of various forms of

poetry to the purpose served by each: Ballad ( a poem that tells a story)

Lyric (words set to music; express emotion but without

Conventions

telling a story)

Epic- Couplet (two successive lines of verse that rhyme)

(a long poem that describes heroic deeds or adventures)

Elegy (a mournful poem for the dead)

Ode (a poem of praise)

Sonnet (a rhymed poem of 14 lines

Distinguish among various forms of poetry in terms of

(a) structure

(b) purpose

(c) example

Describe the forms of poetry popularized by the

Romantics (i.e., couplet, elegy, ode & sonnet).

(W. 6.2)

Demonstrated

Command of Conventions Student will demonstrated command of

conventions of standard English capitalization,

punctuations and spelling.

Students will demonstrate appropriate usage

of correct grammar, spelling, capitalization and

punctuation in written work.

(SL. 3.2)

Evaluate

Speaker’s point of view Students will evaluate a speaker’s point of

view, reasoning and use of evidence and

rhetoric, assessing the stance premises, links

among ideas, word choice point of emphases

and tone used.

Students will restate the ‘argument’ or

proposition set forth in an editorial, including

the author’s tone and overall intent.

Evaluate the evidence included by an author to

support his/her position.

Explain why an author might include irrelevant

details.

(ML. 1)

Analyze

Information Students will critically analyze information

found in an electronic, print and mass media

used to inform, persuade, entertain, and

transmit culture.

Students will analyze popular media as a source

for information, entertainment, persuasion,

interpretation of events, and transmission of

culture; include advertisements, the

perpetuation of stereotypes, and special visual

and linguistic effects

(RL.2.1)

Cite

Textual evidence Students will cite strong and thorough textual

evidence to support analysis of what a text says

explicitly as well as inferences and

interpretations drawn from the text, including

Students will distinguish valid from invalid

inferences made about a selection, using

external support.

determining where the text leaves matters

uncertain

Locate external support from inferences made

about a selection


� English

Learners

The Research Project

Compare-contrast pieces from different eras of British literature; cite various contextual issues that impact; relate works to

contemporary life and literature. Organize information and delivery for a particular purpose and to appeal to audience interest and

experience; cite relevant, clarifying examples

� Tier I (Below) The Research Project Compare-contrast pieces from different eras of British literature; cite various contextual issues that impact; relate works to contemporary life and

literature. Organize information and delivery for a particular purpose and to appeal to audience interest and experience; cite relevant, clarifying

examples.

� Tier II (On) The Research Project

Compare-contrast pieces from different eras of British literature; cite various contextual issues that impact; relate works to contemporary life and


examples

� Tier III (GATE) The Research Project

Compare-contrast pieces from different eras of British literature; cite various contextual issues that impact; relate works to contemporary life and


examples.

Reading Selection Unit 08: Research

Suggested Anchor Texts: Prentice Hall Literature- Volumes I & II

Short Description of Text: The Research Project

Compare-contrast pieces from different eras of British literature; cite various contextual issues that

impact; relate works to contemporary life and literature.

The 20th Century

(1) Short Stories

- “Shooting an Elephant”

- “No Witchcraft for Sale”

- “The Doll’s House”

- “The Rocking Horse Winner” by D. H. Lawrence

- “Marriage is a Private

Affair” by Chinua Achebe

- “Once Upon a Time”

(2) Drama

George Bernard Shaw,

Pygmalion (supplemental)

Ask


• Short Stories: Shooting an Elephant, No Witchcraft for Sale, The Doll’s House, The Rocking Horse Winner, and Marriage is a Private, Affair by

Chinua Achebe, Once upon a Time, George Bernard Shaw, Pygmalion.

Self-Selected Text (teacher):Prentice Hall Literature- Volumes 1 & II




Compare the science of poetry from modern

to postmodern eras. Compare-contrast pieces from different eras of British

literature. Identify various contextual issues that impact;

relate works to contemporary life and literature.

Research the currency and the mathematical

practices used in the 20th Century.

46

Documents

Aug11,2015 12TH GRADE FINAL DRAFT