Fiction (1 selection) Morte d’Arthur The Tragedy of Macbeth 12 Quarter 2 Pacing Guide_Update.pdf · The Tragedy of Macbeth ... Legendary hero Summarization Analyze theme Inference

Pacing Guide: Grade 12, Quarter 2 Fiction (1 selection)

from Morte d’Arthur Drama (1 selection)

The Tragedy of Macbeth Historical Document (1 selection)

from The King James Bible: “Psalm 23,” and “The Parable of the Prodigal Son” Nonfiction (11 selections)

Introduction to Unit 2 o Snapshot of the Period o Historical Background o Essential Questions of the Literary Period o Contemporary Commentary

“The Sound of Medieval Music” “Romance Novel Titles Reveal Reader’s Desires” “Shakespeare on Film” Literary History: “The Elizabethan Theater,” “England’s First Playhouse,” and “The New Globe” “Swagger Like Us”

“Speech Before Her Troops” Visual Texts (3 selections)

The Last Sleep of Arthur in Avalon (painting by Sir Edward Burne-Jones) Ellen Terry as Lady Macbeth (photograph by Hindau and Grove) Poster for Orson Welles’s film of Macbeth

Poetry (9 selections)

Four Folk Ballads, Spenser’s “Sonnet 35,” Sidney’s “Sonnet 39,” Shakespeare’s “Sonnet 29,” “Sonnet 116,” and “Sonnet 130”

Writing Portfolio: Informational/Explanatory Text*

*This portfolio writing assignment in the curriculum resources is the former capstone writing assignment for grade 12. You may still use this valid assignment, or replace it with an informational/explanatory portfolio writing piece of your choice.

COLUMBUS CITY SCHOOLS ENGLISH GRADE 12

PACING GUIDE

GRADING PERIOD 2

Unit/Topics Periods Common Core State Standards

Textbook/Supplemental Materials Assessments/Assignments

The Essential Question: What is the relationship of the writer to tradition? 1. Reading Literature; Reading

Informational Text; Writing; Speaking and Listening; Language

Essential questions Critical viewing: interpreting paintings Historical themes Legendary hero Summarization Analyze theme Inference Determining word meaning through roots

Tragic resolution

Week 1 Periods: 3

RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.10 RI.11-12.2 RI.11-12.7 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.10 SL.11-12.1 SL.11-12.6 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6

Textbook (hard copy or eBook)

Literature: The British Tradition

Before You Read pp. 168- 169

from Morte d’Arthur pp. 184-195

Critical Reading Questions p. 195 After You Read p. 196 Integrated Language Skills p. 197

Unit 1 Resources pp. 138-155 Graphic Organizer Transparencies pp. 28-30

Technology Interactive Digital Path

Get Connected [Video (0:47)] Essential Question Contemporary Commentary [Meet the Authors: Knights of Legend and Sir Thomas Mallory]

Literary Analysis: Medieval Romances

Reading from Morte d’Arthur (fiction)

Writing

Journal writing: Write about someone you know, either male or female, who observes a code of behavior.

In-class writing: Does the author accept or question the code of chivalry?

Summarize: Summarize the main ideas of the code of chivalry.

Speaking and Listening

Small group discussion Whole group discussion

Language Vocabulary Central

Vocabulary Games Worksheets

Grammar and Usage The British Tradition

Integrated Language Skills: French root – droit

Assessments

Open-book test Selection test

Reading Strategy: Summarizing the Essential Message/Main Idea

from Morte d’Arthur [audio selection:(22:09)]

Critical reading questions Critical thinking questions Critical viewing Reading check Reading strategy

Intervention/Enrichment

Intervention: Help students summarize the scene on page 189. Once students have summarized the scene, have them form groups of four. Students can write a script of the scene, including lines and action for the four characters. Direct students to practice performing the scene. Finally, have them perform the scene for each other.

Extend Your Learning: Ask students to research images and stories about the Holy Grail, p. 184.

The Essential Question: What is the relationship of the writer to tradition? 2. Reading Informational Text;

Reading Literature; Writing; Speaking and Listening; Language

Primary sources Critical thinking questions Critical viewing: interpreting illustrations

Analyzing a sequence of events

Determining main idea through paraphrasing Analyze style Close reading Determining word meaning through roots Inference Irony Vivid word choice

Week 1 Periods: 2

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.10 RL.11-12.5 RL.11-12.6 RL.11-12.7 W.11-12.3 W.11-12.4 SL.11-12.1 SL.11-12.2 SL.11-12.3 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6



“Informational Text: Primary Sources” pp. 198- 199 “Twa Corbies” p. 205 “Lord Randall” p. 206 Critical Reading questions p. 206

“Get Up and Bar the Door” pp. 207-208

Critical Reading questions p. 208

“Barbara Allan” pp. 209- 210


“The Sound of Medieval Music” p. 211

Unit 1 Resources pp. 156-159


“Twa Corbies”[audio selection: (1:05)]

“Lord Randall”[audio

Reading “Twa Corbies” (ballad) “Lord Randall” (ballad) “Get Up and Bar the Door” (ballad) “Barbara Allan” (ballad) “The Sound of Medieval Music” (nonfiction)

Writing

Student-written ballad In class writing: What do the events in the ballads suggest about attitudes toward love among the common folk who listened to ballads?


Whole class discussion Panel discussion



Assessments

Open-book Test Selection Test Critical Reading Questions

selection: (1:28)] “Get Up and Bar the

Door”[audio selection: (2:16)]

“Barbra Allan”[audio selection: (1:38)]

Critical Reading

Critical Viewing Reading Check Student-written ballad


To help students understand the dialect used in the ballads, select one and go through it line by line. As students determine the meaning of a line, write the original line on the board. Then write the meaning that students determine underneath. Then ask students to state the ballad’s story in their own words.

Student pairs research the rise and fall of several recent songs to gather information on the typical life span of a song in today’s music industry.

Essential Questions: What is the relationship between place and literature? How does literature shape or reflect society? What is the relationship of the writer to tradition? 3. Reading Informational Text;

Writing; Speaking and Listening; Language

Essential questions Historical themes Renaissance and Reformation Setting Summarizing Critical viewing: interpreting illustrations

Determining word meaning through context

Critical thinking

Week 2 Periods: 2

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.10 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.9 SL.11-12.1 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6

Textbook (hard copy or eBook) Literature: The British Tradition

“Snapshot of the Period” pp. 236-237

“Historical Background” pp. 238-239

“Essential Questions of the Literary Period” pp. 240- 248

“Contemporary Commentary” pp. 249- 250

Unit 2 Resources pp. 1-6


Essential Question [Essential Question Video (5:04)]

Contemporary Commentary: Meet the Author [Frank Kermode video (2:35)]

Vocabulary Central [Worksheets, games, and vocabulary flash cards]

Reading “Snapshot of the Period” (nonfiction) “Historical Background” (nonfiction) “Essential Questions of the Literary Period” (nonfiction)

“The British Tradition: Contemporary Connection” (nonfiction)

Writing

Journal writing: Why can people today still connect to Shakespeare’s sonnets?

Journal writing: How did writers respond to and reflect problems of belief?


Whole class discussion Small group discussion Panel discussion



Assessments

Critical thinking questions Class discussions

Intervention/Enrichment Differentiated Instruction p.247: Students may

benefit from creating their own Graphic Organizer to help master the three essential questions. It can consist of three boxes, with the Essential Question written at the top of each, and each stepping-stone question listed under them.

Enrichment p.246: Encourage students to do further research on the different types of religions in the United States. Have them focus their research on a single religion.

The Essential Question: What is the relationship of the writer to tradition? 4. Reading Literature; Reading


Sonnet forms: Petrarchan / Shakespearian Tone Theme Inference Visual text analysis: interpreting paintings Close reading Context clues to determine meanings of words Paraphrasing Allusion Aesthetic impact Conjunctions

Weeks 2-3 Periods: 4

RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.6 RL.11-12.10 RI.11-12.3 RI.11-12.4 W.11-12.1 W.11-12.2 W.11-12.4 W.11-12.6 W.11-12.9 SL.11-12.1 SL.11-12.4 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4



Before You Read p. 252 Spenser’s “Sonnet 35” p. 254


Sidney’s “Sonnet 31” p. 259

Critical Reading questions p. 260 After You Read p. 261 Integrated Language Skills pp. 262-263

Unit 2 Resources pp. 7-25 Graphic Organizer Transparencies

Graphic Organizer: Reading Strategy: Paraphrasing Poetry p. 34

Graphic Organizer: Comparing Literary Works p. 36


Before You Read p. 272 “William Shakespeare” p. 273

Shakespeare’s “Sonnet 29” and “Sonnet 116” pp. 275-276

Reading Spenser’s “Sonnet 35” (poetry) Sidney’s “Sonnet 31” (poetry) “William Shakespeare” (nonfiction) Shakespeare’s “Sonnet 29,” “Sonnet 116,” “Sonnet 130” (poetry)

“The Mystery of the Sonnets” (nonfiction)

Writing Reader’s Journal: vocabulary, answers to text

dependent questions and discussion questions, reflective writing pieces

Students use graphic organizers to chart sonnet images and record inferences pertaining to the images

“How to” manual for sonnet development and creation p. 262

Reflection: To what “perfect” things do songwriters compare their loves today?


Whole group discussion Small group discussion


Vocabulary Games

Worksheets Grammar and Usage

Subordinating conjunctions


“The Mystery of the Sonnets” p. 277

Shakespeare’s “Sonnet 130” p. 278


After You Read p. 279 Unit 2 Resources pp. 44-61 Graphic Organizer Transparencies

Graphic Organizer: Analyzing Text Structure pp. 43-45

Writing and Grammar Conjunctions-Chapter 17,

Sec. 4, pp. 397-399


Get Connected [Video (0:50)] Essential Question Literary Analysis: Sonnet Sequence: Petrarchan and Spenserian; Generational Conflict

Reading Strategy: Main Idea/Essential Message

Meet the Authors: Edmund Spenser and Sir Philip Sidney

Background: Idealized Lovers and Perfect Companions “Ah, Are You Digging on My Grave?” [Audio(1:46)]

Spenser’s Sonnets on audio: Sonnet 35 (1:00)

Sidney’s Sonnets on audio: Sonnet 31 (0:57)

Get Connected [Video (0:40)]

Literary Analysis:

Assessments Open-book test Selection test Critical reading questions Reading check Reading strategy Critical viewing Student-written sonnet


Pick a sonnet and write it on the board. Beside the original sonnet, write a paraphrased version in sentences, rather than in sonnet format. Discuss the meaning of the paraphrased version, connecting to stories, songs, or real-life experiences of students. Link each sentence to the relevant lines of the whole sonnet so students understand what the poem says.

Have students imagine that the moon, which Sidney addresses in Sonnet 31, can actually hear the poet. Have students write a sonnet that gives the moon’s reply to the author. Is Sidney wrong about the moon’s sadness? What or whom might the moon love?

Shakespeare’s Sonnets; Quatrain, Couplet, and Syntax

Reading Strategy: Analyzing Text Structures

Meet the Author: William Shakespeare

Shakespeare’s Sonnets on audio: Sonnet 29 (1:05); Sonnet 116 (1:00); Sonnet 130 (1:08)

Essential Question: What is the relationship of the writer to tradition? 5. Reading Literature; Reading


Drama: Elizabethan drama; tragedy Close reading Text ambiguity Paraphrase Soliloquy Theme development Character development Irony Impact of word choices on tone Determining word meaning through dictionary usage

Determining word meaning through context clues Critical thinking Identify causes and effects Interpretation of comic relief Analyzing text structure Analysis archetypal images Visual text analysis: interpreting paintings and posters

Weeks 3-6 Periods: 14

RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.6 RL.11-12.7 RL.11-12.10 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.7 RI.11-12.10 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.7 W.11-12.9 W.11-12.10 SL.11-12.1 SL.11-12.3 SL.11-12.6 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.6



Before You Read p. 321 The Tragedy of Macbeth Act I pp. 322-339 After You Read p. 340 Integrated Language Skills p. 341


Graphic Organizer: Literary Analysis: Elizabethan Drama pp. 54- 55


Get Connected [Video (0:53] Essential Question Pop Culture Connection

Literary Analysis: Elizabethan Drama

Reading Strategy: Analyzing Information from Text Features

Macbeth Act I [audio selection: (26:27)]

Reading The Tragedy of Macbeth Act I (fiction)

Writing

Journal: Are you superstitious? In-class writing: How is Macbeth convinced to kill? What does this suggest about his character?

In-class writing: Does this couple have a good relationship?

Critical viewing p.335 of text: What has the costume designer tried to communicate with the outfit made for Ellen Terry?


Choral reading Reader’s theater Whole class discussion Small group discussion Audio selection



Grammar and Usage Denotations and connotations of political words

Assessments

Open-book test Selection test Graphic organizers

************************* Textbook (hard copy or eBook) Literature: The British Tradition

Before You Read p. 342 The Tragedy of Macbeth Act II pp. 343-355

Critical Commentary: Thomas DeQuincey pp. 356-357 After You Read p. 358 Integrated Language Skills p. 359


Graphic Organizer: Reading Strategy: Analyzing Clarity of Meaning pp. 56-57

Graphic Organizer: Literary Analysis: Blank Verse pp. 58-59


Literary Analysis: Blank Verse

Reading Strategy: Clarity of Meaning

Characterization worksheets Interpreting soliloquys activity Critical reading questions Reading check Critical viewing


To help students understand the role of soliloquies, show them Literary Analysis Graphic Organizer A. The partially filled sample will model how to interpret the details of a soliloquy to understand a character.

Have pairs or groups of students choose a deposed historical leader and research the events that led to that leader being overthrown.

****************************************** Reading

The Tragedy of Macbeth Act II (fiction)

Writing In-class writing: Analyze examples of verbal

and situational irony pertaining to the Macbeths’ reactions to the king’s death.

In-class writing: How does the imagery relating to blood and water in Macbeth’s lines contrast with those of Lady Macbeth?

Interpretive drawing: Students interpret Macbeth’s soliloquy by drawing stick figures and symbols to represent his thoughts as he prepares to kill the king.

Graphic organizer: Students record and analyze quotes that reveal the Macbeths’ reactions to the crime.


Choral reading Whole class discussion Small group discussion Audio selection



Macbeth Act II [audio selection:(18:01)]

Critical Commentary: Thomas DeQuincey

************************* Textbook (hard copy or

eBook) Literature: The British Tradition

Before You Read p. 360 The Tragedy of Macbeth Act III pp. 361-375 After You Read p. 376 Integrated Language Skills p. 377


Graphic Organizer: Reading Strategy: Identifying cause/effect relationships pp. 60-61

Graphic Organizer: Literary Analysis: Conflict and Irony pp. 62- 63

Grammar and Usage Word analysis: Latin word root “voc.”

Assessments

Open-book test Selection test Characterization worksheets Interpreting soliloquys activity Critical reading questions Reading check Critical viewing


Analyze the interaction between blank verse lines and sentences by following sentences past line endings. Use the chart featured on p.342 of the text.

Students research ways in which police officers prepare psychological profiles of criminals. Have them use the results to prepare a psychological profile of Macbeth and Lady Macbeth.

****************************************** Reading

The Tragedy of Macbeth Act III (fiction)

Writing Paraphrasing activity scene i: Pairs paraphrase

two of Macbeth’s arguments for killing Banquo. In-class writing: Has the Macbeths’ relationship

changed? Are their behaviors in Act III consistent with their behavior in the previous acts?




Vocabulary Games


Literary Analysis: Conflict Reading Strategy: identify cause/effect

relationships Macbeth Act III

[audio selection: (24:25)]



Before You Read p 378 The Tragedy of Macbeth Act IV pp. 379- 396 After You Read p. 397 Integrated Language Skills p. 398


Graphic Organizer: Reading Strategy: Analyzing Text Structures pp. 64-65

Graphic Organizer: Reading Strategy: Imagery pp. 66-67


Worksheets Grammar and Usage

Vocabulary: context clues

Assessments Open-book test Selection test Characterization worksheets Interpreting soliloquys activity Critical reading questions Reading check Critical viewing


Students use a graphic organizer such as the one on p.360 of the text to identify cause-and-effect relationships.

Students analyze themes and symbols by researching another author and his or her use of ghosts. They can then compare that author’s use of ghosts with Shakespeare’s.

****************************************** Reading

The Tragedy of Macbeth Act IV (fiction)

Writing Journal: What are the three predictions of the

witches? In-class writing: How does Malcolm test

Macduff? Graphic organizer: Students complete chart

analyzing how imagery related to blood, babies, and children reinforces the themes of the disruption of the natural order and appearances may be deceiving. The chart is located in the All-in-One Workbook, p. 87.



Literary Analysis: Imagery

Reading Strategy: Analyzing Text Structures

Macbeth Act IV [audio selection: (26:18)]

Critical Commentary: Ian Johnston



Before You Read p. 400 The Tragedy of Macbeth Act V pp. 401-415 After You Read p. 416 Integrated Language Skills p. 417


Graphic Organizer: Relating work to major themes and issues of the period pp. 68-69

Graphic Organizer:



Grammar and Usage Interpreting analogies

Assessments

Open-book test Selection test Characterization worksheets Graphic organizers Critical reading questions Reading check Critical viewing


To help students connect words with emotions, have them listen to scene iii on audiotape and then discuss how images, events, and emotions build on or contribute to each other.

Students choose a scene from Act IV, and then select music to accompany the action. They explain why the music highlights or underscores the actions or emotions of the scene for which it was selected.

****************************************** Reading

The Tragedy of Macbeth Act V (fiction)

Writing Journal: Did Macduff make the right choice? Students rewrite a scene using a contemporary setting and dialogue.

Students write a poem in iambic pentameter that describes the emotional upheavals surrounding an event of the play or the inner thoughts of one of the characters during a time of stress.

Essay prompt: Compare Macbeth’s trust in the witches’ predictions with contemporary people relying on psychics in times of economic turbulence. Students research articles, such as “Love, Jobs & 401(k) s” published in The New

Literary Analysis: Shakespearean Tragedy pp. 70-71


Literary Analysis: Shakespearean Tragedy

Reading Strategy: Relate work to major themes and issues of the period

Macbeth Act V [audio selection: (19:49)]

York Times on November 23, 2008, which features stock traders relying on psychics for tips. Evaluate the effect of the supernatural on Macbeth’s behavior and what one could infer that it shows about the views of the time period. What does a belief in psychics or the supernatural reveal about contemporary human behavior and beliefs?

Essay prompt: In Literature: The British Tradition p.418: In an analytical essay, evaluate Greenblatt’s commentary. Do you agree that Macbeth dreads the earthly consequences of his actions more than he dreads the fate of his soul—or do you think the opposite is true?





Grammar and Usage Adjective and adverb clauses

Assessments

Open-book test Selection test Characterization worksheets Critical reading questions Reading check Reflective essay Informational essay


The action of the final battle may be confusing. To clarify the sequence of events, have students outline what happens using a three column chart to list each scene, what happens in that scene, and what characters are present.

Invite students to identify the father/son pairs in the play, then discuss how the plot is affected by these relationships. How would the play be different if Macbeth had an heir, if Duncan or Banquo did not, if Macbeth had not killed Macduff’s son, or if Fleance had not escaped?

Essential Question: What is the relationship between place and literature? 6. Reading Informational Text;


Primary source: speech Visual text analysis: interpreting paintings Style Organization Inference Word choice Tone Syntax Audience and purpose Rhetorical analysis Etymology study

Week 6 Periods: 1

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.10 W.11-12.4 SL.11-12.1 L.11-12.1 L.11-12.2 L.11-12.3



Informational Text: Primary Sources pp. 282- 283

“The Story Behind The Documents” p. 284

“Speech before Her Troops” pp. 285-287

Critical Reading Questions p. 287

Reading “The Story Behind The Documents”

(nonfiction) “Speech before Her Troops” (nonfiction)

Writing

Critical analysis: Identify places she [Queen Elizabeth] exaggerates in her speech and evaluate if this makes her speech more or less persuasive.

Journal: If you were a soldier hearing her speech, how would you have reacted?


Whole group discussion Small group discussion and presentation



Grammar and Usage Etymology Study

Assessment

Open-book test Selection test Critical reading questions Reading check


Summarize the organizational pattern by recording the main ideas in this primary document and the key facts that support these ideas.

Students conduct further investigation into life during the Elizabethan Age. What was daily life like for the subjects of Queen Elizabeth I?

Essential Question: Gender roles: Should women act more like men? 7. Reading Informational Text;


Comparing/contrasting: themes Tone Inference Analogies Textual evidence Irony Critical thinking Close reading Determining word meaning through context

Week 7 Periods: 2

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.10 W.11-12.2 W.11-12.4 W.11-12.6 SL.11-12.1 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4

Supplemental Text America Now, 9th Edition

Before You Read p. 207 “Swagger Like Us” pp. 207-210

Reading “Swagger Like Us” (nonfiction)

Writing

Journal: Should women act more like men to compete in the business world?

Essay prompt: Do you think the world would be fundamentally different if women “ruled” it?


Whole group discussion

Language Words to Learn Using a Dictionary Responding to Words in Context

Assessment

Critical reading questions Persuasive essay


Identify six examples of support for her argument and label them logical or emotional. Is bias present?

Students debate whether their genders will affect their career choices and prospects. How big of a role will it play in shaping their professional lives? Will their genders give them any advantages or disadvantages?

Essential Question: How does literature shape or reflect society? 8. Reading Informational Text;


Psalms; sermons; parables Historical themes Main idea Tone Inference Analogies Critical thinking Close reading Determining word meaning

Week 7 Days: 2

RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.6 RI.11-12.7 RI.11-12.10 W.11-12.2 W.11-12.4 W.11-12.6 SL.11-12.1 SL.11-12.2 L.11-12.1



Before You Read p. 296 from The King James Bible p. 297 “Psalm 23” p. 299 Critical Reading questions p. 300

from “Parable of the Prodigal Son” pp. 302-304


Reading from The King James Bible (historical

document) “Psalm 23” (historical document) from “Parable of the Prodigal Son” (historical document)

Writing

Graphic organizer: Literary analysis of psalm, sermon, metaphor, parable, and analogy.

In-class writing: Do you think that mercy and forgiveness are more important than, less important than, or equal in importance to justice? Explain, using examples form the

through context Determining word meaning

through roots Critical viewing:

interpreting paintings

L.11-12.2 L.11-12.3 L.11-12.4

After You Read p. 305 Unit 2 Resources pp. 66-80

Graphic Organizer Transparencies

Graphic Organizer: Literary Analysis: Psalms, Sermons and Parables pp. 50-51

Graphic Organizer: Reading Strategy: Making Inferences pp. 48-49


Get Connected [Video (0:53]

Literary Analysis: Psalm, Parable, Sermon

Reading Strategy: Determining Main Idea Meet the Author from King James Bible Background [Video (0:51]

King James Bible on audio: Psalm 23 (0:52)

from “Parable of the Prodigal Son” on audio (3:36)

parable.

Speaking and Listening Whole group discussion Small group discussion



Grammar and Usage Synonyms

Assessment

Open-book test Selection test Critical reading questions Reading check


Identify the verses in the parable in which key events occur, one event at a time, and have students read those verses. Discuss how the verses relate to the basic story.

Students create a script for performing the tale of the prodigal son. They could do it as a dramatic reading. They could tell the tale from the different points of view, or they could script the story as is.

9. Reading Literature; Reading Informational Text; Writing; Speaking and Listening; Language

Portfolio Writing Quarter 2: Informational Text

Generating research topics Analyzing primary sources Socratic seminar Evaluating web and print sources Organization Creating/evaluating claim statements

Weeks 8-9 Days: 10

RL.11-12.1 RL.11-12.2 RL.11-12.4 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.6 W.11-12.1a-e W.11-12.2 W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.10 SL.11-12.1


Writing and Grammar “Strategies for Generating

Topics” Section 13.2 Chapter 13”Research:

Research Paper” “Gathering Details”

Section 13.2 “Providing Elaboration”

Section 12.3

Internet Online resources to assist with instruction are available as

Writing Portfolio Second Quarter Prompt: Students construct an annotated bibliography as

the first stage in the research writing process (before writing an outline and a first draft). This step will aid the students in focusing their research, evaluating their sources, and comprehending the information they collect; moreover, the annotated bibliography should make it easier for students develop a research outline from which to begin drafting their essay.

Reading

Ethics Case Studies Universal Declaration of Human Rights Richard Nixon’s resignation letter

MLA format Appendix Annotated bibliography Visual text analysis: photographs

Audience and purpose

L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.5 L.11-12.6

links within this portfolio writing lesson which is located on the curriculum guide website.

James Meredith’s letter to the Registrar of the University of Mississippi

Chart showing television viewing in Washington, D.C


Whole group discussion Small group discussion and presentation Socratic Seminar

Language

Grammar Usage Punctuation Capitalization Vocabulary

Assessment

Use the CCSS rubric for informational text found in the introduction to writing on the CCS curriculum guide website.


Review the definitions of the previous capstone themes. Social justice can be thought of as the view that everyone deserves equal economic, political, and social rights and opportunities. Human welfare is the provision for and the protection of human well-being, including health, happiness, security, and education. Globalization refers to the acceleration and intensification of interaction and integration among people, companies, and governments of different nations.

Review primary sources and how to analyze and use them in research.

If needed, the teacher may refer to page 303 of the Writing and Grammar text (“Media and Technology Skills”) to provide students with another option for evaluating websites.

Review the parts of an annotated bibliography.

* This pacing guide is based on 50 minute periods and should be adjusted to fit alternative schedules. **Common Core State Standards: RL = Reading Literature; RI = Reading Information; SL = Speaking and Listening; L = Language

Common Core State Standards

Reading Literature Key Ideas and Details 1.Cite strong and thorough 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. 2. 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. 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is

set, how the action is ordered, how the characters are introduced and developed). Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze

the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

5. Analyze how an author’s choices concerning how to structure specific arts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas 7. 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 dramatist.)

8. (Not applicable to literature) 9. 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. Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text

complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11— CCR text complexity band independently and proficiently.

Reading Informational Text Key Ideas and Details 1. Cite strong and thorough 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. 2. 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. 3. 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. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Integration of Knowledge and Ideas 7. 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. 8. 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).

9. 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.

Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with

scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band independently and proficiently.

Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. 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.

c. Use words, phrases, and clauses 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented. 2. 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. a. 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.

b. 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.

c. 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.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. 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).

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or more

multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters. c. 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). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative. Production and Distribution of Writing 4. 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 1–3 above.) 5. 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12.)

6. 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.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. 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.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work (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”).

b. Apply grades 11-12 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 majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses].

Range of Writing 10. 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 a range of tasks, purposes, and audiences.

Speaking and Listening Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. 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. b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual

roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range

of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information on research is required to deepen the investigation or complete the task.

2. 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.

3. 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.

Presentation of Knowledge and Ideas 4. 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.

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 11-12 Language standards for specific expectations.)

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. 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. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions. b. Spell correctly.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or

style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of

syntax to the study of complex texts when reading. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content,

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

the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its 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 in

a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

6. 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.