kckliteracycurriculum.wikispaces.com… · Web view · 2012-07-27Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

English Language Arts 12th Grade Pacing Guide At-a-GlanceCode Standard Instructional Window

Literature: Key Ideas and Details 1 2 3 4KCK12R12RL1 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. (CC.RL.11-12.1)X

KCK12R12RL2 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. (CC.RL.11-12.2, ACT)

X

KCK12R12RL3 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 an ordered. (CC.RL.11-12.3, ACT)

X

Informational: Key Ideas and Details 1 2 3 4KCK12R12RI1 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. (CC.RI.11-12.1)X

KCK12R12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (CC.RI.11-12.2, ACT)

X

KCK12R12RI3 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. (CC.RI.11-12.3, ACT)

X

Literature: Craft and Structure 1 2 3 4KCK12R12RL4 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. (including Shakespeare and other authors). (CC.RL.11-12.4, ACT)

X

KCK12R12RL5 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. (CC.RL.11-12.5, ACT)

X

KCK12R12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly state in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). (CC.RL.11-12.6 (ACT)

X

Informational: Craft and Structure 1 2 3 4KCK12R12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings of a key term or terms over the course of a text (e.g. how Madison defines faction in Federalist No. 10) (CC.RI.11-12.4, ACT)

X

KCK12R12RI5 Analyze and evaluate the effectiveness of a the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CC.RI.11-12.5, ACT)

X

Last Revised 7/16/12

KCK12R12RI6 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. (CC.RI.11-12.6)

X

Literature: Integration of Knowledge and Ideas 1 2 3 4KCK12R12RL7 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.) CC.RL.11-12.7)

X

KCK12R12RL9 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. (CC.RL.11-12.9)

X

Informational: Integration of Knowledge and Ideas 1 2 3 4KCK12R12RI7 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 questions or solve a problem.(CC.RI.11-12.7, ACT)X

KCK12R12RI8 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. (CC.RI.11-12.8)

X

KCK12R12RI9 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. (CC.RI.11-12.9

X

Writing: Text Types and Products 1 2 3 4KCK12R12W1 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 as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.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. (CC.W.11-12.1, ACT)

X

KCK12R12W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and X


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). (CC.W.11-12.2, ACT)

KCK12R12W3 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 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. (CC.W.11-12.3)

X

Writing: Production and Distribution of Writing 1 2 3 4KCK12R12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (CC.W.11-12.4, ACT)X X X X

KCK12R12W5 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. (CC.W.11-12.5, ACT)

X X X X

KCK12R12W6 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. (CC.W.11-12.6)

X X X X


Research to Build and Present Knowledge 1 2 3 4

KCK12R12W7 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. (CC.W.11-12.7)

X X X X

KCK12R12W8 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 over reliance on any one source and following a standard format for citation. (CC.W.11-12.8

X X X X

KCK12R12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11–12 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”).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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (CC.W.11-12.9)

X X X X

Range of Writing 1 2 3 4KCK12R11W10 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 discipline –specific tasks, purposes, and audiences. (CC.W. 11-12.10)Language: Conventions of Standard English 1 2 3 4

KCK12R12L1 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. (CC.L.11-12.1, ACT)

X

KCK12R12L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventionsb. Spell correctly (CC.L.11-12, ACT)

X

Language: Knowledge of Language 1 2 3 4

KCK12R12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and 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. (CC.L.11-12, ACT)

X


Language: Vocabulary Acquisition and Use 1 2 3 4

KCK12R12L4 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 (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). (CC.L.11-12.4, ACT)

X X X X

KCK12R12L5 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 the nuances in the meaning of words with similar denotations. (CC.L.11-12.5, ACT)

X X X X

KCK12R12L6 Acquire and use accurately general academic and domain-specific words and phrases; sufficient for reading, writing, speaking, 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. (CC.L.11-12.6, ACT)

X X X X

12th Grade Literacy Pacing Guide


Unit of Study KCKPS Standards Instructional Window 1: ResourcesSummary Overview:

READINGLiterature:This cluster of standards requires students to cite thorough textual evidence of two or more themes and analyze their development through the course of a text based on how the author orders the actions, develops characters and relates elements of the story. Students should be able to objectively summarize the text.

InformationalThis cluster of standards requires students to cite strong and thorough textual evidence of two or more central ideas in a text and how the author develops those ideas by the sequence of events, ideas, or individuals. Students

READINGLiterature: KEY IDEAS AND DETAILS CLUSTER

KCK12R12RL1Cite 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. (CC.RL.11-12.1)

KCK12R12RL2Determine 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. (CC.RL.11-12.2, ACT)

KCK12R12RL3Analyze 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 an ordered. (CC.RL.11-12.3, ACT)

Informational: KEY IDEAS AND DETAILS CLUSTERKCK12R12RI1Cite 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. (CC.RI.11-12.1)

KCK12R12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide and objective summary of the text. (CC.RI.11-12.2, ACT)


WRITINGPRODUCTION AND DISTRIBUTION OF WRITING CLUSTER

KCK12R12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.11-12.4, ACT)

KCK12R12W5 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

Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, etc.)

By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 11-12 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678

Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are taught 6-12.

Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as databases

Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.


http://tinyurl.com/7hboazv

http://tinyurl.com/7lhct4s

http://tinyurl.com/bm45s97

http://www.ksde.org/Default.aspx?tabid=4678


should be able to objectively summarize the text.

WRITING:Routine WritingStudents should be given multiple opportunities to write various and audiences. This quarter is a time to establish routines in writing various types of products.

LANGUAGEConventions of Standard EnglishAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly identifies students to understand and utilize contested matters of conventions and be able to apply them and defend them.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference

specific purpose and audience. (CC.W.11-12.5, ACT)

KCK12KR12W6 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. (CC.W.11-12.6)

RESEARCH TO BUILD AND PRESENT KNOWLEDGEKCK12R12W7 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. (CC.W.11-12.7)


KCK12R12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

RANGE OF WRITING CLUSTERKCK12R11W10 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 discipline –specific tasks, purposes, and audiences. (CC.W. 11-12.10)

LANGUAGECONVENTIONS OF STANDARD ENGLISH CLUSTER

KCK12R12L1 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.

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. (CC.L.11-12.1, ACT)

VOCABUALRY ACQUISITION AND USE CLUSTER

Activities to drive clustershttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards as well as reading comprehension strategies.

Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards

Reading Resources:http://tinyurl.com/cl2479vResources to support Reading Standards.

Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards

Instructional Strategies:http://tinyurl.com/87y8bluMcRrel Instructional Strategies

Explicit Resources for Standards:http://tinyurl.com/82bw76kAlignment of specific stories, websites, and resources to certain standards.

Speaking and Listening Resources:http://tinyurl.com/boonabfTools to help students present and listen to presenters

Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what


http://tinyurl.com/82bw76k

http://tinyurl.com/boonabf


http://tinyurl.com/87y8blu

http://tinyurl.com/d3tdhpt

http://tinyurl.com/cl2479v

http://tinyurl.com/7p8vhjb


materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.

Recommended Time Frame:Window 1: 32 – 33 days


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 (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.

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). (CC.L.11-12.4, ACT)

KCK12R12L5 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 the nuances in the meaning of words with similar denotations. (CC.L.11-12.5, ACT)


they cover

End of Instructional Window 1The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.



Unit of Study KCKPS Standards Instructional Window 2 ResourcesSUMMARY OVERVIEW:

READINGLiterature:This cluster of standards requires students to determine the meaning of figurative and connotative words and their impact on the text they are reading. In addition, this cluster requires students to study how specific events in the text and points of view impact the reader analyzing the author’s purpose for sequencing such events understanding what is really meant.

Informational:This cluster of standards requires students to determine the meaning of figurative and connotative words and their impact on the text they are reading. In addition, this cluster

READINGLiterature: CRAFT AND STRUCTURE CLUSTER

KCK12R12RL4 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. (including Shakespeare and other authors). (CC.RL.11-12.4, ACT)

KCK12R12RL5 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. (CC.RL.11-12.5, ACT)

KCK12R12RL6 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). (CC.RL.11-12.6 (ACT)

Informational: CRAFT AND STRUCTURE CLUSTERKCK12R12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meaning of a key term or terms over the course of a text (e.g. how Madison defines faction in Federalist No. 10) (CC.RI.11-12.4, ACT)

KCK12R12RI5 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. (CC.RI.11-12.5, ACT)


WRITINGTEXT TYPES AND PRODUCTS CLUSTER

KCK12R12W3 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,






Common Core Curriculum Mapshttp://tinyurl.com/7hboazv







requires students to study how specific events in the text and points of view impact the reader analyzing the author’s purpose for sequencing such events.

WRITING:Narrative:This cluster of standards requires students to develop real or imagined experiences utilizing multiple plot lines, characters and events.

LANGUAGE:Knowledge of Language:This standard requires students to vary the way students utilize knowledge of conventions in creative fashions to enhance style and effect. It also requires students to enhance their knowledge of vocabulary through contextual clues and

establishing one or 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. (CC.W.11-12.3)

PRODUCTION AND DISTRIBUTION CLUSTERKCK12R12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.11-12.4, ACT)

KCK12R12W5 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. (CC.W.11-12.5, ACT


RESEARCH TO BUILD AND PRESENT KNOWLEDGE CLUSTERKCK12R12W7 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. (CC.W.11-12.7)


Maps to help guide thematic Instruction.
















inferences.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.




LANGUAGEKNOWLEDGE OF LANGUAGE CLUSTER

KCK12R12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and 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; apply an understanding of syntax to the study of complex texts when reading. (CC.L.11-12. 3, ACT)

VOCABULARY ACQUISITION AND USE CLUSTERKCK12R12L4 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.

d. 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.

e. Identify and correctly use patterns of word changes that indicate different meanings or parts (e.g. conceive, conception, conceivable)

f. 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.



c. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in the text.

d. Analyze the nuances in the meaning of words with similar denotations. (CC.L.11-12.5, ACT)

Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover




End of Instructional Window 2The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment



Unit of Study KCKPS Standards Instructional Window 3: ResourcesSummary Overview:READING:Literature:This cluster of standards requires students to integrate their knowledge of multiple foundational American works of literature with similar or different topics or themes.

Informational:This cluster of standards requires to students to delineate and evaluate the reasonings and claims in foundational texts finding similar and different topics or themes.

WRITING:Informative/Explanatory writing:This cluster of standards requires students to be able to portray information clearly and be able to develop an understanding of a

READINGLiterature: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTER

KCK12R12RL9 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. (CC.RL.11-12.9)

Informational: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTERKCK12R12RI8 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. (CC.RI.11-12.8)

KCK12R12RI9 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. (CC.RI.11-12.9

WRITING:TEXT TYPES AND PRODUCTS CLUSTER

KCK12R12W2 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). (CC.W.11-12.2, ACT)

PRODUCTION AND DISTRIBUTION OF KNOWLEDGE CLUSTER





Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as






topic throughout a piece of writing using appropriate organization, transitions, and style to deliver their message.

LANGUAGE:Conventions of Language:This cluster of standards requires students to continue to show knowledge of conventions in writing and editing. This in particular asks for hyphenation conventions. However, teachers should address conventions at a student’s point of need embedded in their own writing (This is also done in the 11th grade so teachers may only need to quickly review and enrich.).

Vocabulary Acquisition and UseThis cluster of standards requires that students

KCK12R12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.11-12.4, ACT)

KCK12R12W5 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. (CC.W.11-12.5, ACT





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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). (CC.W.11-12.9)


LANGUAGE

databases
















utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.


CONVENTIONS OF STANDARD ENGLISH CLUSTERKCK12R12L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventionsSpell correctly (CC.L.11-12.2, ACT)

VOCABULARY ACQUISTION AND USE CLUSTERKCK12R12L4 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.

g. 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.

h. Identify and correctly use patterns of word changes that indicate different meanings or parts (e.g. conceive, conception, conceivable)

i. 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.



e. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in the text.

f. Analyze the nuances in the meaning of words with similar denotations. (CC.L.11-12.5, ACT)




End of Instructional Window 3The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.





Unit of Study KCKPS Standards Instructional Window 4: ResourcesSummary Overview:READINGLiterature:Students will engage in multiple interpretations of the literature they are reading. This can be a blend of student generated interpretations as well as possible literary critiques of the work.

Informational:Students will study the ways that writers use different visual techniques to enhance their writing in order to solve problems or answer questions.

WRITINGArgumentative:The text type and product of this unit is argumentative writing It requires students to introduce claims, acknowledge counter claims, and reaffirm their initial claims. Students should have multiple practices on how to

READINGLiterature: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTER

KCK12R12RL7 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.) CC.RL.11-12.7

Informational: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTERKCK12R12RI7 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 questions or solve a problem. (CC.RI.11-12.7, ACT)

WRITINGTEXT TYPES AND PURPOSES CLUSTER

KCK12R12W1 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 as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.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. (CC.W.11-12.1, ACT)

PRODUCTION AND DISTRIBUTION OF WRITING CLUSTERKCK12R12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.11-12.4, ACT)

KCK12R12W5 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











develop an argumentative essay throughout the unit before beginning to create their final product.

LANGUAGE:Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.

and audience. (CC.W.11-12.5, ACT





a. Apply grades 11–12 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”).


LANGUAGEVOCABULARY ACQUISTION AND USE CLUSTER


j. 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.

k. Identify and correctly use patterns of word changes that indicate different meanings or parts (e.g. conceive, conception, conceivable)






Instructional Strategies : http://tinyurl.com/87y8bluMcRrel Instructional Strategies


Speaking and Listening Resources:http://tinyurl.com/boonabf











l. 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.



g. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in the text.

h. Analyze the nuances in the meaning of words with similar denotations. (CC.L.11-12.5, ACT)


Tools to help students present and listen to presenters


End of Instructional Window 4The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment



Documents

kckliteracycurriculum.wikispaces.com… · Web view · 2012-07-27Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;