Grade 12 Curriculum Draft.docx€¦ · Web viewTopic: Reading literature/Writing narrative. Skills. 1. Determine themes, meanings of words and text, impact of author’s choices,

Orange Board of Education ___English Grade 12___

Cycle I:

Topic: Reading literature/Writing narrative

Skills1. Determine themes, meanings of words and text, impact of author’s choices, and secondary meanings of author’s work.2.Write clear, organized, and coherent narratives with development, organization, and style appropriate to task, purpose and audience.3. Demonstrate command of the conventions of standard English.

Projected # of days 359/9/13-10/25/13

Cycle 2:

Topic: Reading Information/Writing Informative, Explanatory

Skills1. Analyze effectiveness of structure.2. Create concluding statement that follows and supports the information or explanation.3. Create information/explanatory texts regarding complex ideas, concepts, and information clearly and accurately.


Cycle 3:

Topic: Reading information/Writing argument

Skills1. Determine two or more central ideas of a text by citing textual evidence including where text leaves matters uncertain.2. Create writing arguments by developing claims and counterclaims.3. Create argument using words, phrases, and clauses, as well as varied syntax linking major sections of the text.


Cycle 4:

Topic: Reading literature/Writing narrative

Skills1. Determine what is directly stated and how it differs from what is meant.2. Use effective technique, well-chosen deficits, and well-structured sequences to create real or imagined narratives.3. Analyze two or more themes and their development.


Cycle 5:


Topic: Reading literature & informational/Writing narrative & argument

Skills1. Evaluate words in text to determine figurative, connotative, and technical meanings.2. Create arguments to support claims using valid reasoning and relevant and sufficient evidence.3. Create arguments establishing and maintaining a format style and objective tone.


Unit 1: Reading Literature/Writing Narrative (9/9/13-10/25/13)

Goal(s)(CCSS):1. Draw inferences from the text including determining where the text leaves matters uncertain. (RL.12.1)2. Determine how themes or central ideas interact and build on one another to produce a complex account. (RL.12.2)3. Provide an objective summary of the text.(RL.12.2)4. 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). (RL.12.3)5. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.) (RL.12.4)6. 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.) (RL.12.4)7. Analyze how an author’s choices concerning how to structure specific parts 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. (RL.12.5)8. 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). (RL.12.6)9. When writing narratives, 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). (W.12.3c)10. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters when writing narratives. (W.12.3d)11.Write narratives to develop real or imagined experiences or events using effective well-chosen details; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (W.12.3d)12. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.12.4)


13. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (W.12.5)14. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback. (W.12.6)15. Draw evidence from literary texts to support analysis, reflection, and research. (W.12.9a) a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).16. 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. (W.12.10)17. 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. (SL.12.1a)18. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. (SL.12.1b)19. Propel conversations by posing and responding to questions that probe reasoning and evidence. (SL. 12.1c)20. When taking part in collaborative conversations, ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions. (SL.12.1c)21. Promote divergent and creative perspectives when speaking. (SL.12.1c)22. Resolve contradictions when possible when speaking. (SL.12.1d)23. Determine what additional information or research is required to deepen the investigation or complete the task. (SL.12.1d)24. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.(SL.12.6)25. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (L.12.1a)26. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (L.12.1b)27. Demonstrate command of the conventions of standard English capitalization and punctuation; observe hyphenation conventions. (L.12.2a)28. Demonstrate command of the conventions of standard English and spell correctly when writing. (L.12.2b)29. Apply an understanding of syntax to the study of complex texts when reading. (L.12.3a)30. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; 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; identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (L.12.4a.b)


31. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; 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. (L.12.4c)32. 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). (L.12.4d)33. 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. (L.12.6)34. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.12.6)

Essential Questions:1. How do you tell a story?2. How can you determine the theme of a story?3. Can you derive meaning from a narrative in the form of a poem?

Skills/Knowledge/Understandings:1. Determine themes, meanings of words and text, impact of author’s choices, and secondary meanings of author’s work.2.Write clear, organized, and coherent narratives with development, organization, and style appropriate to task, purpose and audience.3. Demonstrate command of the conventions of standard English.

Objectives: TBD by Teacher for individual lessons

Assessments:

Formative: Teacher observation, Criteria and Goal Setting, Questioning Strategies, Self and Peer Assessment, Student Record Keeping

Summative: Model Curriculum Unit 1 Benchmark Assessment

Authentic: Performance-based Portfolio Submissions (3-5 Analyses, 1 Narrative, 1 Research Project)


Literacy Connections: Literature(The Invisible Man (Wells), Beowulf, Frankenstein, assorted informative texts about monsters versus heroes, why our culture demands to determine a good guy and a bad guy, differences between ancient text and current representations of it)

Interdisciplinary Connections: TBD by Teacher for individual lessons

Technology Integration:Google Drive (Project Organization, Digital Portfolios, Word Processing), Trello (Project Organization), Prezi (Presentation software), Remind 101 (Class Communication), Twitter (Potential for 2-way class communication), Inkle Writer (Narrative writing), Live Binders (Resource covering multiple contents), Any other resource or Web 2.0 tools you find useful.

Key Vocabulary: Tiered, Grade-level vocabulary (40 words)

Useful Sites: NJ Registered Holistic Rubric, PARCC, Common Core Georgia Performance Standards

*Differentiation: www.marzanoresearch.com/free_resources/itembank.aspx

Unit 2: Reading Information/Writing Informative/Explanatory (10/28/13-1/3/14)

Goal(s)(CCSS):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. (RI.12.1)2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis. (RI.12.2)3. When writing informative/explanatory text, provide an objective summary of the text. (RI.12.2)


4. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (RI.12.3)5. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (RI.12.4)6. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition, including whether the structure makes points clear, convincing, and engaging. (RI.12.5)7. 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. (RI.12.6)8. 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. (RI.12.9)9. 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. (W.12.2)10. When writing informative/explanatory text, 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 (W.12.2a.)11. 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. (W.12.2b.)12. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W.12.2f.)13. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.12.4)14. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (W.12.5)15. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new information. (W.12.6)16. Draw evidence from informational texts to support analysis, reflection, and research; apply grade 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 Case majority opinions and dissents] and the premises and purposes, in works of public advocacy [e.g., The Federalist, presidential addresses]”). (W.12.9b.)17. 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. (W.12.10)18. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.12.1)19. Come to discussions prepared, having read material under study; explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas (SL.12.1a.)20. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. (SL.12.1b.)21. 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. (SL.12.3)22. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning. (SL.12.4)23. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (SL.12.6)24. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.12.1)25. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (L.12.1b.)26. Demonstrate command of the conventions of standard English capitalization and punctuation; observe hyphenation conventions. (L.12.2a.)27. Demonstrate command of the conventions of standard English and spell correctly when writing. (L.12.2b.)28. Apply an understanding of syntax to the study of complex texts when reading. (L.12.3a.)29. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; 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; identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (L.12.4a.b.)30. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and


digital, to find the pronunciation of a word or determine, verify and clarify its precise meaning, its part of speech, its etymology, or its standard usage. (L.12.4c.d.)31. 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. (L.12.6)32. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.12.6)

Essential Questions:1. How can the reader’s understanding of text structures and features enhance comprehension of nonfiction content?2. How do readers use text structures to aid in understanding what is read?3. What skills help a reader make sense of informational text?

Skills/Knowledge/Understandings:1. Analyze effectiveness of structure.2. Create concluding statement that follows and supports the information or explanation.3. Create information/explanatory texts regarding complex ideas, concepts, and information clearly and accurately.


Assessments:

Formative:Teacher observation, Criteria and Goal Setting, Questioning Strategies, Self and Peer Assessment, Student Record Keeping

Summative: Model Curriculum Unit 2 Benchmark Assessment .



Literacy Connections: Kite Runner, Billy Budd; various informative articles about mistreatment of innocents in wartime, effects of imperialism on indigenous peoples, PTSD






Unit 3: Reading Informational/Writing Argument (1/6/13-3/4/14)

Goal(s)(CCSS):1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly. (RI.12.1)2. Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain. (RI.12.1)


3. Determine two or more central ideas of a text and analyze their development over the course of the text. (RI.12.2)4. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (RI.12.3)5. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (RI.12.4)6. Analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes points clear, convincing, and engaging (RI.12.5)7. 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. (RI.12.6)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). (RI.12.8)9. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.12.1)10. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s). (W.12.1a.)11. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims. (W.12.1a)12. When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (W.12.1a.)13. When writing arguments, 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. (W.12.1b.)14. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons. (W.12.1c.)15. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and


clarify the relationships between reasons and evidence. (W.12.1c.)16. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and counterclaims. (W.12.1c.)17. When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task. (W.12.1d.)18. When writing arguments, provide a concluding statement or section that follows from and supports the argument presented. (W.12.1e.)19. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.12.4)20. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (W.12.5)21. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments. (W.12.6)22. 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. (W.12.8)23. Draw evidence from informational texts to support analysis, reflection, and research; apply grade 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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (W.12.9b.)24. 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. (W.12.10)25. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.12.1)26. Come to discussions prepared, having read and researched material under study. (SL.12.1a.)27. Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. (SL.12.1a.)28. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as


needed. (SL.12.1b.)29. 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. (SL.12.1c.)30. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible. (SL.12.1d.)31. 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. (SL.12.2)32. 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. (SL.12.3)33. 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. (SL.12.4)34. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (SL.12.6)35. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.12.1)36. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (L.12.1a.)37. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (L.12.1b.)38. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.12.239. Observe hyphenation conventions. (L.12.2a.)40. Spell correctly. (L.12.2b.)41. 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. (L.12.3)42. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed. (L.12.3a.)43. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 12 reading and content, choosing flexibly from a range of strategies. (L.12.4)44. 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. (L.11.4a.)45. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (L.11.4b.)46. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (L.11.4c.)47. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.12.5)48. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. (L.12.5a.)49. Analyze nuances in the meaning of words with similar denotations. (L.12.5b.)50. 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. (L.12.6)

Essential Questions:1. How was the middle class formed?2. What policies have enabled/hurt the middle and lower classes?3. What are the similarities and differences between socialism, capitalism, and communism?4. Does a society owe anything to its members?

Skills/Knowledge/Understandings:1. Determine two or more central ideas of a text by citing textual evidence including where text leaves matters uncertain.2. Create writing arguments by developing claims and counterclaims.3. Create argument using words, phrases, and clauses, as well as varied syntax linking major sections of the text.


Assessments:





Literacy Connections:The Canterbury Tales, Animal Farm; various articles about the development of the middle class; communism, socialism, Karl Marx, capitalism; gender, religion, and education in economics


Technology Integration:Google Drive (Project Organization, Digital Portfolios, Word Processing), Trello (Project Organization), Prezi (Presentation software), Remind 101 (Class Communication), Twitter (Potential for 2-way class communication), Inkle Writer (Narrative writing), Live Binders (Resource covering multiple contents), Solo, Any other resource or Web 2.0 tools you find useful.




Unit 4: Reading Literature/Writing Narrative (3/5/14-5/2/14)


Goal(s)(CCSS):1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly. (RL.12.1)2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text. (RL.12.2)3. Provide an objective summary of the text. (RL.12.2)4. 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). (RL.12.3)5. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.) (RL.12.4)6. Determine the meaning of words and phrases as they are used in the text. (RL.12.4)7. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (RL.12.5)8.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 ). (RL.12.6)9. 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.) (RL.12.7)10. 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. (RL.12.9)11. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (RL.12.10)12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (W.12.3)13. When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. (W.12.3a.)14. When writing narratives, create a smooth progression of experiences or events. (W.12.3a.)15. When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (W.12.3b.)16. When writing narratives, 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). (W.12.3c.)


17. When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (W.12.3d.)18. When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (W.12.3e.)19. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.12.4)20. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (W.12.5)21. Use technology, including the Internet, to produce, publish, and update individual or shared writing products. (W.12.6)22. 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. (W.12.7)23. Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). (W.12.9a.)24. 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. (W.12.10)25. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.12.1)26. Come to discussions prepared, having read and researched material under study. (SL.12.1a.)27. Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. (SL.12.1a.)28. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. (SL.12.1b.)29. 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. (SL.12.1c.)30. 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 or research is required to deepen the investigation or complete the task. (SL.12.1d.)31. 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. (SL.12.2)32. 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. (SL.12.3)33. 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. (SL.12.4)34. 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. (SL.12.5)35. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (SL.12.6)36. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (L.12.1; L.12.1a.)37. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (L.12.1b.)38. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; observe hyphenation conventions when writing. (L.12.2; L.12.2a.)39. Spell correctly when writing narratives. (L.12.2b.)40. 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. (L.12.3)41. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed. (L.12.3a.)42. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies. (L.12.4)43. 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 (L.12.4a.)44. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable) when writing and speaking. (L.12.4b.)45. 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. (L.12.4c.d.)46. Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking. (L.12.5a)47. Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the meaning of words with similar denotations. (L.12.5b.)48. 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. (L.12.6)49. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.12.6)

Essential Questions:1. How does power motivate people?2. Is it true that absolute power corrupts absolutely?3. What factors contribute to a person in power being manipulated?4. Are women or men more powerful?

Skills/Knowledge/Understandings:1. Determine what is directly stated and how it differs from what is meant.2. Use effective technique, well-chosen deficits, and well-structured sequences to create real or imagined narratives.3. Analyze two or more themes and their development.



Assessments:

Formative: Teacher observation, Criteria and Goal Setting, Questioning Strategies, Self and Peer Assessment, Student RecordKeeping



Literacy Connections:Hamlet, Macbeth; various articles about a woman’s ability to lead, descent into madness, Hamlet’s origins and why it is still such a well-loved play.

Interdisciplinary Connections:TBD by Teacher for individual lessons


Key Vocabulary: Tiered,Grade-level vocabulary (40 words)




Unit 5: Reading Literature+Informational/Writing Narrative+Argument (5/5/14-6/26/14)

Goal(s)(CCSS):1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly. (RL.12.1)2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text. (RL.12.2)3. Provide an objective summary of the text. (RL.12.2)4. 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). (RL.12.3)5. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.) (RL.12.4)6. 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.) (RL.12.7)7. 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. (RL.12.9)8. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (RL.12.10)9. Cite strong and thorough textual evidence to support analysis of what the text says explicitly. (RI.12.1)10. Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain. (RI.12.1)11. Determine two or more central ideas of a text and analyze their development over the course of the text. (RI.12.2)


12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (RI.12.3)13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (RI.12.4)14. 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 (RI.12.5)15. 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. (RI.12.7)16. 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. (RI.12.9)17. By the end of grade 12, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (RI.12.10)18. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (W.12.3)19. When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. (W.12.3a.)20. When writing narratives, create a smooth progression of experiences or events. (W.12.3a.)21. Write narratives to develop real or imagined experiences or events using effective technique; use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (W.12.3b.)22. When writing narratives, 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). (W.12.3c.)23. When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (W.12.3d.)24. When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (W.12.3e.)25. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


(W.12.1)26. When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s). (W.12.1a.)27. When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims. (W.12.1a)28. When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (W.12.1a.)29. When writing arguments, 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. (W.12.1b.)30. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons. (W.12.1c.)31. When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between reasons and evidence. (W.12.1c.)32. When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W.12.1d.)33. When writing arguments, provide a concluding statement or section that follows from and supports the argument presented. (W.12.1e.)34. 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. (W.12.7)35. 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. (W.12.8)36. Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). (W.12.9a.)37. Apply grade 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 Case majority opinions and dissents] and the


premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (W.12.9b.)38. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.12.1)39. 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. (SL.12.1a.)40. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. (SL.12.1b.)41. 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. (SL.12.1c.)42. 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 or research is required to deepen the investigation or complete the task. (SL.12.1d.)43. 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. (SL.12.2)44. 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. (SL.12.3)45. 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. (SL.12.4)46. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (L.12.1b.)47. Observe hyphenation conventions. (L.12.2a.)48. Spell correctly when writing narrative and argument taxts. (L.12.2b,c.)49. 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; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as


needed. (L.12.3a.)50. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; 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 (L.12.4a.)51. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (L.12.4b.)52. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies; 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; (L.12.4c.)53. 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). (L.12.4d.)54. Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking. (L.12.5a)

Essential Questions:1. How much power should the government have?2. What is free will?3. What is eternal recurrence?4. How is free will affected by eternal recurrence?

Skills/Knowledge/Understandings:1. Evaluate words in text to determine figurative, connotative, and technical meanings.2. Create arguments to support claims using valid reasoning and relevant and sufficient evidence.3. Create arguments establishing and maintaining a format style and objective tone.



Assessments:




Literacy Connections:1984, Brave New World; various informative article regarding the idea of a utopia, eternal recurrence, Friedrich Nietzsche

Interdisciplinary Connections:TBD by Teacher for individual lessons






Resources

SGO Development

Typical usage of SMART SGOs Must Be SGOs Require a Teacher to

S Specific Specific Describe how many students learn “what” or grow by “how

much”

M Measurable Measurable Compare starting points to ending points using assessments

of some type


A Achievable Ambitious but Achievable Determine a reasonable amount of growth according to knowledge of students

R Relevant Relevant Align SGOs to Standards

T Time-Related Time-Related Set an appropriate instructional period

Documents

Grade 12 Curriculum Draft.docx€¦ · Web viewTopic: Reading literature/Writing narrative. Skills. 1. Determine themes, meanings of words and text, impact of author’s choices,