May 6, 2014

Tim DeBrosse

ENGLISH 12

CURRICULUM MAP

NOTE: The map is divided into two blocks. Both work concurrently with the other building skills in both areas. Mini Lessons designed to reinforce the conventions of the English language when they become opportunistic represents a yearlong block.

Block 1: Writing Block (Units related primarily to writing development)

Block 2: Literature Block (Units related primarily to analytical skills)

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit All: Conventions of the English Language (Mini-lessons) 36 Weeks

Essential Questions/Goal Statements:

How important are the conventions of the English language to effective oral and written communication? What are the basics of communication around which all other details are associated? What patterns of sentence structure are common to the English language? How can I use these patterns to create more effective writing?

Key Terms and Concepts:

Conventions of Effective Writing

Common Errors in the Conventions of Effective Writing

Elements that make a difference

1. Recognizing basic sentence elements patterns and elements2. Expanding & varying sentence patterns3. Writing logical and effective sentences4. Establishing verb consistency and sequence5. Applying active and passive voice6. Maintaining parallel structure with balance7. Manipulating word order8. Positioning modifiers9. Making comparisons10. Using conciseness

1. Eliminating sentence fragments 2. Avoiding fused sentences and comma splices 3. Establishing agreement in subject and verb 4. Maintaining agreement in pronouns and their antecedents 5. Maintaining verb tense and consistency

1. Diction 2. Tone and Style 3. Support 4. Transitions 5. Show not Tell 6. Selecting a Title 7. Voice 8. Plagiarism 9. Audience 10. Gender BiasFormative: Students will complete classroom material on each subject and then demonstrate comprehension in their written work. The Summative: Students will take traditional tests on the element(s) in focus, but transfer that knowledge into their written work.

Related Activities and Resources:

Composition and Research: A Model Approach:Glencoe: British Literature

Cross-Curricular Connections: Sound communication skills, both oral and written, are a vital part of students’ education. This skill transfers to every subject area.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 1. Literature Block Anglo-Saxon and the Middle Ages 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What are the qualities of the epic warrior? What power does faith have over the literature of the period? How does the world of romance fit this world of violence/

Key Terms and Concepts: 1. The elements of literature.2. Epic, Epic Hero3. Fate, Doomed Fate4.

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Anglo-Saxon and the Medieval Period of literature from a list of options. Students will write a reflective essay based on the text’s theme.

Related Activities and Resources:

Le Morte d’Arthur (Malory)BeowulfThe SeafarerThe Canterbury Tales: The Pardoner’s Tale and The Wife of Bath’s TaleSir Gawain and the Green KnightGet Up and Bar the DoorBonny Barbara Allan

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 2. Literature Block Renaissance Period 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the characteristics of Renaissance humanism? How is humanism reflected in Shakespeare’s works? How did the metaphysical and Cavalier poets respond to the religious conflicts of their time?

Key Terms and Concepts: 1. The elements of literature.2. humanism3. metaphysical4. soliloquy5.

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Renaissance period of literature from a list of options. Students will write a compare/contrast essay based on the text’s theme.

Related Activities and Resources:

Whoso List to Hunt (Wyatt)Sonnet 30, 75 (Spenser)The Passionate Shepherd to His Love (Marlow)The Nymph’s Reply to the Shepherd (Raleigh)Sonnet 116, 130, 73, 29 (Shakespeare)Macbeth (Shakespeare)Death Be Not Proud ( (Donne)To His Coy Mistress

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 3. Literature Block Puritanism/Enlightenment Period 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Puritanism? What factors contributed to the outbreak of the English civil war? What were the goals of the English Enlightenment?

Key Terms and Concepts: 1. The elements of literature.2. Puritanism3. Enlightenment4. Parody, Satire

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Puritan/Enlightenment period of literature from a list of options. Students will write a cause and effect essay based on the text’s theme.

Related Activities and Resources:

When I Consider How My Light Is Spent (Milton)Pilgrim’s Progress (Bunyan)A Modest Proposal (Swift)Gulliver’s travels (Swift)The Rape of the Lock (Wortly-Montagu)A Journal of the Plague Year (DeFoe)A Dictionary of the English Language (Johnson)War Speech (Churchill)

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 4. Literature Block Romanticism Period 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Romanticism? What role did nature take in the period? How important was imagination to the period?

Key Terms and Concepts: 1. The elements of literature.2. Romanticism3. Epitaph4. Elegy

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read romantic period of literature from a list of options. Students will write a interpretive essay based on the text’s theme.

Related Activities and Resources:

A Poison Tree (Blake)My Heart Leaps Up (Wordsworth)A Defense of Poetry (Shelley)To a Mouse (Burns)Frankenstein (Shelley)She Walks in Beauty (Byron)When I Have Fears that I May Cease to Be (Keats)

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 5. Literature Block Victorian Period 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Victorian literature

Key Terms and Concepts: 1. The elements of literature.2. Victorianism3.

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Victorian period of literature from a list of options. Students will write a Definition essay based on the text’s theme.

Related Activities and Resources:

Hard Times (Dickens)Crossing the Bar (Tennyson)Pied Beauty (Hopkins)Jabberwocky (Carroll)My Last Duchess (Browning)Oliver Twist (Dickens):Ah, Are You Digging on My Grave” (Hardy)

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 6. Literature Block The Modern Age 3 Weeks

Essential Questions/Goal Statements:

How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an author’s fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? How is class conflict evident in this literature? How did attitudes about the British reflected in the literature? What does World War do to world literature, but more specifically, British Literature?

Key Terms and Concepts: 1. The elements of literature.2. Modernism3.

Assessment Strategies(Formative and Summative):

Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Modernism period of literature from a list of options. Students will write a Analysis essay based on the text’s theme.

Related Activities and Resources:

Ulysses (Joyce)Wartime Diary (Orwell)Lazarus and the Rich Man (Qur’an)The Rocking-Horse Winner (Lawrence)Be Ye Men a Valor (Churchill)The Demon Lover (Bowen)A Shocking Accident (Greene)Do Not Go Gentle…(Thomas)

Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: ` English 12 Tim DeBrosse

Unit: 1. Writing Block Using the Writing Process 2 Weeks

Essential Questions/Goal Statements:

How can the writing process be used to produce clear and coherent writing is developed and organized in a style that is sufficient to the task? Why is knowing the subject, the audience, and the purpose essential to effective expository writing? Beyond experience, how can other sources of information be developed and then used to clearly support a claim? What needs to be done to make a claim (thesis statement) restricted, unified and precise?

Key Terms and Concepts: 1. the writing process: planning, drafting, revising2. subject, audience, purpose3. claims: restricted, unified, precise4. global and local revision

Assessment Strategies(Formative and Summative):

Formative: Students will complete practice exercises with each stage of the writing process, modeling methods for restricting subjects, and identifying audience and purpose. Students will practice observation skills by performing a comparative analysis of two pieces of art. Students will evaluate claim statements to determine their effectiveness. Summative: Students will analyze the content of a self-chosen piece of art, plan, draft, revise and publish a paper on the artwork that demonstrates comprehension of the observation process.

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachThe Topography of Decay: Beer Street and Gin LaneSelected art in Glencoe: British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents the represent sound, clear thinking and writing skills apply to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 2. Writing Block Writing the Illustration Essay 3 Weeks

Essential Questions/Goal Statements:

Based on the idea that every claim requires some kind of support, under what circumstances should the illustration(s) be the primary method? How much illustration is too much illustration? Are hypothetical illustrations as effective as actual illustrations?

Key Terms and Concepts: 1. An illustration series2. An extended illustration3. A series of illustrations in a list

Assessment Strategies(Formative and Summative):

Formative: Students will analyze models essays and evaluate the effectiveness of illustrations used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own illustration essays either as an independent assignment or based an opportunity that presents itself in the genres of British literature (i.e. In what way or ways does Narayan us symbolism in “A Snake in the Grass?”

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents that represent sound, clear thinking and writing skills can apply these skills to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 3. Writing Block Writing the Classification Essay 3 Weeks

Essential Questions/Goal Statements:

Based on the idea that some claims require volumes of support that are best used when placed into classified groups, how can this be done effectively as a primary method of development? What are the rules of classification? And sub-classification? How can applying these rules help the effectiveness of a scholarly essay?

Key Terms and Concepts: 1. The Rules of Classification (Principle of Selection)2. The labeling of lists

Assessment Strategies(Formative and Summative):

Formative: Students will analyze model essays and evaluate the effectiveness of classification used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own classification essays either as an independent assignment or based on an opportunity that presents itself in the genres of American literature (i.e. What is the common connection between British writers of the Anglo-Saxon period?)

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents that represent sound, clear thinking and writing skills can apply these skills to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 4. Writing Block Writing the Compare/Contrast Essay 3 Weeks

Essential Questions/Goal Statements:

Based on the idea that some claims require volumes of support in a compare/contrast format, how can this be done effectively as a primary method of development? What are the rules of compare/contrast? Beyond simple comparison, what are the typical purposes for organizing a document in this way? How can applying these rules help the effectiveness of a scholarly essay?

Key Terms and Concepts: 1. The Guidelines of Compare/Contrast2. The Alternating Pattern of Development3. The Block Pattern of Development4. The Modified Block Pattern of Development

Assessment Strategies(Formative and Summative):

Formative: Students will analyze model essays and evaluate the effectiveness of comparison used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own compare/contrast essays either as an independent assignment or based an opportunity that presents itself in the genres of British literature (i.e. Compare Shakespeare and Spenser Sonneteers?)

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents that represent sound, clear thinking and writing skills can apply these skills to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 5. Writing Block Writing the Persuasion Essay 3 Weeks

Essential Questions/Goal Statements:

What are the rules of evidence and logical reasoning? How is an argument focused on a deep-rooted image different than that focused on a shallow-rooted image? What is the difference between a primary source of information and a secondary source? What are the fallacies of argumentation? What are the appeals often used with argumentation?

Key Terms and Concepts: 1. shallow-rooted and deep-rooted images2. facts, judgments, testimony3. induction and deduction4. claim, qualifiers5. emotional, ethical, logical appeals6. fallacies of argumentation7. syllogisms

Assessment Strategies(Formative and Summative):

Formative: Students will analyze model essays and evaluate the effectiveness of persuasion used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own persuasion essays either as an independent assignment or based an opportunity that presents itself in the genres of British literature (i.e. "Analyze Swift’s argument in his essay “A Modest Proposal” and judge its effectiveness based on that argument.

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents the represent sound, clear thinking and writing skills apply to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 6. Writing Block Writing the Research Paper 3 Weeks

Essential Questions/Goal Statements:

What is the process for selecting a scholarly topic that is appropriately restricted for manageability? What are “search questions?” What (Who) is MLA and what does it have to do with research writing? How can keeping notecards benefit the researcher? What determines the likely usefulness of a WWW source? What is parenthetical documentation and how is it used?What are the guidelines for a Works Cited page? How should a research paper be formatted?

Key Terms and Concepts: 1. MLA 20092. advanced searches3. parenthetical documentation4. manuscript format5. Works Cited6. Infohio (EBSCOhost)

Assessment Strategies(Formative and Summative):

Formative: Students will analyze model essays and evaluate the effectiveness of research used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own research papers either as an independent assignment or based on an opportunity that presents itself in the genres of British literature.

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents the represent sound, clear thinking and writing skills apply to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more. Research projects are a common analytical tool in most cross-curricular areas.

Unit Sequencing: Arcanum-Butler School District

Grade/Content: English 12 Tim DeBrosse

Unit: 7. Writing Block Writing the Critical Analysis Essay 3 Weeks

Essential Questions/Goal Statements:

Does the author’s background, culture, history give you any hints at his or her purpose? How can setting be a factor in the interpretation of literature? Does point of view affect the way the story is told? How might characters’ personalities and motivations help to establish conflict in the story? What roles do minor characters play? How does understanding of conflict result in understanding of the theme?What secondary techniques can enhance the stories’ purpose? How can original insights and observations lead to a fuller understanding of a piece of literature?

Key Terms and Concepts: 1. technical analysis, interpretive analysis, and evaluation2. elements of literature

Assessment Strategies(Formative and Summative):

Formative: Students will analyze pieces of literature and models essays and evaluate the effectiveness of each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own critical analysis essays either as an independent assignment or based an opportunity that presents itself in the genres of American literature (i.e. "Explain the role or position of a woman in society and in three pieces of literature spanning the length of the genre.”

Related Activities and Resources:

Excerpts from Composition Research: A Model ApproachGlencoe’s British Literature

Cross-Curricular Connections: A student who can plan, draft, revise, and publish documents the represent sound, clear thinking and writing skills apply to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.