PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE ...

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

STANDARD 12.3

STRAND: READING ANALYSIS

GRADE LEVEL 12

12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

STANDARD 12.4

STRAND: READING ANALYSIS

GRADE LEVEL 12

12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. i) Compare and contrast dramatic elements of plays from American, British, and other cultures.

STANDARD 12.5

STRAND: READING ANALYSIS

GRADE LEVEL 12

12.5 The student will read and analyze a variety of nonfiction texts. a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. b) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. c) Analyze two or more texts addressing the same topic to identify authors' purpose and determine how authors reach similar or different conclusions. d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. e) Identify false premises in persuasive writing. f) Draw conclusions and make inferences on explicit and implied information using textual support.

Note: 12.5a can be summarized into three significant questions: What does the text say? What does it mean? Why does it matter? Revised August 2016

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

Language Arts

Objectives

Language Arts Instructional Focus

Author

Holt Textbook Title, Challenge Level and/or Lexile

Genre

Setting or Cultural Perspective

Apply Language Arts Standards 12.3 a-f as appropriate. Apply 12.5a (Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts) to all reading selections.

Instructors will use the following selections for instructional examples.

SOL 12.3f SOL 12.4a SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.5a SOL 12.5b SOL 12.5f

? Use knowledge of evolution and effects of language ? Trace development of British literature in historical context ? Recognize characteristics of major chronological eras ? Relate literary works and authors to major themes and issues of

eras ? Analyze the social and cultural function of British literature ? Generate and respond logically to literal, inferential, evaluative,

synthesizing, and critical thinking questions ? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

SOL 12.4a SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.4f SOL 12.5a SOL 12.5b SOL 12.5f

? Compare/contrast development of British lit. in historical context ? Recognize major literary forms and their elements ? Recognize the characteristics of major chronological eras ? Analyze the social and cultural function of British literature ? Generate and respond logically to literal, inferential, evaluative,

synthesizing, and critical thinking questions ? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

Informational materials

Informational materials

Exploring British Literature: Introducing

the Essentials pp. 1-17 On level

Introduction: Questions of the Times;

Historical Essay; A Changing Language; Timeline; The Legacy of

the Era pp. 18-37 pp. 290-309 pp. 558-577 pp. 750-767 pp. 910-927 pp. 1096-1113 Text Analysis Workshop: On level

"The Epic" pp. 38-39

"Medieval Narratives" pp. 140-141

"The Sonnet Form" pp. 310-311

Nonfiction: Informational

Nonfiction: Expository

Essay

Reading text materials to develop

background knowledge

Reading to develop background knowledge

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

SOL 12.4a SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.4f SOL 12.5a SOL 12.5b SOL 12.5f

? Compare/contrast development of British literature in historical context

? Recognize major literary forms and their elements ? Recognize the characteristics of major chronological eras ? Analyze the social and cultural function of British literature ? Generate and respond logically to literal, inferential, evaluative,

synthesizing, and critical thinking questions ? Analyze and synthesize information ? Draw conclusions and make inferences on explicit and implied

information using textual support

SOL 12.4a SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.4f SOL 12.4g

? Recognize development of literature in British historical context ? Identify elements of the epic form, e.g., long narrative poem;

hero who saves a culture; setting (Denmark in the 4th century; told in Anglo-Saxon Britain) ? Recognize and explain use of imagery, personification, simile, metaphor (kenning), caesura, alliteration, rhythm ? Recognize literary characteristics and effects of the Anglo-Saxon period ? Identify, develop, and analyze theme topics: fate, good vs. evil, the gods ? Analyze the social and cultural function of poem ? Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism ? Use to compare to epics from other cultures and/or eras, e.g., excerpts from the Iliad

Cont. Informational

materials

"Shakespearean Tragedy" pp. 342-345

"Metaphysical Poetry" pp. 514-515

"Nonfiction in the 18th Century" pp. 576-577 "Satire" pp. 608-609

"Romanticism" pp. 796-797

"Form and Meaning in Poetry"

pp. 846-847 "The Growth and Development of Fiction"

pp. 968-969 "Modernism" pp. 1114-1115 "Literature as Social

Criticism" pp. 1240-1241

Cont. Nonfiction: Expository

Essay

Cont. Reading to develop

background knowledge

Scops Trans. Burton

Raffel

Excerpts from Beowulf pp. 40-73

On level

Epic Poem Anglo Saxon Period

Revised August 2016

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

SOL 12.4a SOL 12.4 SOL 12.4c SOL 12.4d SOL 12.4f SOL 12.4g

SOL 12.4b SOL 12.4d SOL 12.4f SOL 12.4h SOL 12.4i SOL 12.5a SOL 12.5b

? Recognize development of literature in British historical context

? Recognize and explain use of elements of narrative poetry: characterization, plot, setting, imagery, figures of speech, diction, structure (frame story)

? Recognize and explain use of tone, e.g., comic, satirical, pious,

Chaucer, Geoffrey Trans. Nevill Coghill

bawdy

? Recognize and explain use of voice: Chaucer himself in the

persona of a na?ve observer

? Recognize literary characteristics and their effects of the era:

poetry, storytelling

? Identify, develop, and analyze theme topics, e.g., courtly love,

corruption, community, plague, feudalism, role of church

? Explain effects of sound devices which support subject and mood:

rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance,

and parallelism

? Use to compare to a long narrative character poem from another

culture and/or era

? Recognize major literary forms and their elements.

Foster,

? Relate literary works and authors to major themes and issues of

Thomas C.

their eras.

? Explain how the sound of a poem (rhyme, rhythm, onomatopoeia,

repetition, alliteration, assonance, and parallelism) supports the

subject, mood, and theme.

? Analyze how dramatic conventions including character, scene,

dialogue, and staging contribute to the theme and effect.

? Compare and contrast dramatic elements of plays from American,

British, and other cultures.

? Generate and respond logically to literal, inferential, evaluative,

synthesizing, and critical thinking questions before, during, and

after reading texts.

? Analyze and synthesize information in order to solve problems,

answer questions, and generate new knowledge.

The Canterbury Tales, Prologue and teacher-

selected tales pp. 142-166, 169-180,

183-197

More challenging

Poetry Narrative

How to Read Literature Like a Professor

820L

Nonfiction: Informational

Reading

Less challenging

Medieval Period England

Reading text materials to

develop background knowledge

Instructors will select one of the plays by Shakespeare from the list below.

SOL 12.3d SOL 12.3f SOL 12.4a SOL 12.4c

? Identify the meaning and effects of literary and classical allusions ? Use knowledge of effects of language to comprehend and elaborate

the meaning of texts ? Recognize the development of literature in British historical

Shakespeare, William

Macbeth pp. 346-431

Drama

Middle Ages, Scotland

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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

SOL 12.4e SOL 12.4h SOL 12.4i

SOL 12.3d SOL 12.3f SOL 12.4a SOL 12.4c SOL 12.4e SOL 12.4h SOL 12.4i

SOL 12.3d SOL 12.3f SOL 12.4a SOL 12.4c SOL 12.4e SOL 12.4h SOL 12.4i

context ? Recognize characteristics of major eras: Renaissance Britain ? Analyze the social and cultural function of Shakespeare's plays ? Analyze how dramatic conventions including character, scene,

dialogue, and staging contribute to the theme and effect: e.g., witches, riddles, battles, weather, hallucinations, imagery of blood, sleep, clothing, animals ? Recognize, develop, and analyze theme topics, e.g., ambition, nature of manhood, kingship, appearance vs. reality, treachery vs. loyalty, order vs. chaos ? Use to compare/contrast dramatic elements of play to those of other times and cultures ? Identify the meaning of literary/ classical allusions ? Use knowledge of effects of language to comprehend and elaborate the meaning of texts ? Recognize development of literature in British historical context ? Recognize characteristics of major eras: Renaissance Britain ? Analyze the social and cultural function of Shakespeare's plays ? Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect: e.g., ghosts, play within a play, imagery of disease, gardens, sun, sport, motifs of honesty, humanist virtues, spies ? Recognize, develop, and analyze theme topics, e.g., appearance vs. reality, unsimple truth, coming of age, love fallen away, duty, contamination/corruption, order vs. chaos ? Compare/contrast dramatic elements of play to those of other times and cultures

? Use knowledge of effects of language to comprehend and elaborate the meaning of texts, inc. syntax and diction

? Identify the meaning of literary and classical allusions ? Development of literature in British historical context ? Recognize characteristics of major eras: Renaissance Britain ? Analyze the social and cultural function of Shakespeare's plays ? Analyze how dramatic conventions including character, scene,

dialogue, and staging contribute to the theme and effect: e.g., soliloquies, monologues, foreshadowing, symbols (song, handkerchief, black and white), imagery of animals, pain, evil ? Recognize, develop, and analyze theme topics, e.g., appearance vs. reality, jealousy, blindness of love, isolation, incompatibility

Shakespeare, William

Shakespeare, William

More challenging

Hamlet More challenging Not in H-M Text

Othello More challenging Not in H-M Text

(Renaissance Britain)

Drama

Denmark (Renaissance Britain)

Drama

Cyprus (Renaissance Britain)

Revised August 2016

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

of love and war, order vs. chaos ? Compare/contrast dramatic elements of play to those of other times

and cultures

Instructors will use the following poetry, nonfiction, and fiction selections as instructional examples.

SOL 12.4b SOL 12.4c SOL 12.4e SOL 12.5f

SOL 12.3d SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4f SOL 12.4g

SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4f SOL 12.4g

? Recognize characteristics of English Renaissance era as represented in text

? Use knowledge of effects of language to comprehend and elaborate the meaning of texts

? Analyze the social and cultural function of British literature, esp. cultural heritage and effect of KJ Bible

? Draw conclusions and make inferences on explicit and implied text

? Recognize characteristics of English Renaissance era as represented in poem

? Use knowledge of effects of language to comprehend and elaborate the meaning of texts

? Identify the meaning of literary /classical allusions ? Recognize literary elements of the epic and sonnet -Cont. ? Identify characteristics of major chronological eras ? Recognize and analyze themes of the era, e.g., the Fall,

obedience/disobedience, power, the pattern of the universe ? Explain effects sound devices to support subject and mood: rhyme,

rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism ? Identify and analyze use of imagery, allusion, and figures of speech, including extended metaphor, simile, puns, paradox to support theme ? Compare to epic poems from other cultures and/or time periods, as Beowulf ? Recognize characteristics of metaphysical poetry as represented in poems ? Use knowledge of effects of language to comprehend and elaborate the meaning of texts ? Identify and analyze elements of metaphysical poetry: figures of speech, e.g., conceits, extended metaphor, paradox, puns, imagery ? Recognize and analyze themes of the era, e.g., religion, loss through death; this world vs. eternity ? Identify and analyze use of imagery to support themes: circles,

Excerpts from the King James Bible

pp. 480-486

On level

Poetry Parable

17th Century

Traditional/ Renaissance

Milton, John

Excerpts from Paradise Lost pp. 493-502

More challenging And

Selected Sonnets pp. 488-491 On level

Epic poetry

Poetry: Traditional/ Renaissance

17th Century

Traditional/ Renaissance

Donne, John

"A Valediction:

Poetry:

Forbidding Mourning" Metaphysical

pp. 518-520

17th Century Metaphysical

and "Holy sonnet 10"

p. 521

More challenging

Revised August 2016

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

SOL 12.3d SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4f SOL 12.4g

SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.5d SOL 12.5f

SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.5d SOL 12.5f

gold, math compass, the heavens

? Analyze effect of sincere tone and voice

? Identify how sound devices support subject and mood: rhyme,

rhythm, onomatopoeia, repetition, alliteration, assonance,

consonance

? Compare to poems from other cultures and/or time periods

? Use knowledge of effects of language to comprehend and elaborate

"On My First Son"

the meaning of texts

Jonson, Marvell, "Song: To Celia" Lyrical Poetry:

? Recognize major literary forms and their elements

Herrick,

pp. 526-528

Classicist

? Recognize characteristics of major chronological era as represented

Lovelace

in poems

"To His Coy Mistress"

? Identify the meaning of literary /classical allusions

pp. 532-533

17th Century Classicists

? Recognize influence of Jonson and "sons of Ben" (Cavalier) ? Identify and analyze elements of classicist poetry: balanced,

rhetorical, simplicity of thought and design, social function of

"To the Virgins to Make Much of Time" p. 534

poetry ? Recognize and analyze theme topic of the era: carpe diem ? Compare to poems from other cultures and/or time periods

"To Althea, from Prison" p. 535 On level

? Compare and contrast the elements of the diary and the essay ? Identify literary characteristics of the era: essays, journals, diaries,

scientific articles ? Relate works to themes and issues of era ? Analyze the social and cultural function of these nonfiction texts

Pepys, Samuel

Excerpts from The Diary 1240L

pp. 580-587 On level

Nonfiction: Diary

Restoration Period

? Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, understatement in text, and rhetorical devices

? Draw conclusions and make inferences based on explicit and implicit information in text

Addison, Joseph

Excerpt from The Spectator 1300L pp. 602-605

Nonfiction: Essay

? Use knowledge of effects of language to comprehend and elaborate

the meaning of texts

Defoe, Daniel Excerpt from Robinson Fiction: Novel Restoration Period

? Identify elements of a journal: introspection, facts, observations, descriptions, personal viewpoints, first person point of view

Crusoe p. 591

? Relate works to themes and issues of era, e.g., misery, God, selflessness, the human spirit, compassion, plague, history

? Analyze the social and cultural function of these nonfiction texts ? Recognize and analyze use of ambiguity, contradiction, paradox,

irony, overstatement, and understatement in text ? Draw conclusions and make inferences based on explicit and

Excerpt from A Journal of the Plague

Year 1470L pp. 594-598

(Pseudo) Journal

Revised August 2016

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST

implicit information in text

On level

SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.5d SOL 12.5e SOL 12.5f

SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4e SOL 12.5d SOL 12.5e SOL 12.5f

SOL 12.3c SOL 12.3d SOL 12.3f SOL 12.4b SOL 12.4c SOL 12.4d SOL 12.4f SOL 12.4g

SOL 12.3c SOL 12.3d SOL 12.3f

? Use knowledge of effects of language to comprehend and elaborate the meaning of texts

? Recognize characteristics of Neoclassical era, esp. rhetorical devices, public function of literature

Swift, Jonathan

"A Modest Proposal" 1590L

pp. 622-631

? Recognize major literary forms and their elements: persuasive essay, Horatian and Juvenalian satire, (e.g., use of irony,

More challenging

sarcasm, wit, parody, understatement, overstatement to attack

or expose folly, vice, or stupidity to mock or change something)

? Relate themes to era: absentee British landlords in Ireland,

starvation

? Analyze the social and cultural function of British literature

? Draw conclusions and make inferences based on explicit and

implicit information in text

? Use knowledge of effects of language to comprehend and elaborate

the meaning of texts

Wollstonecraft,

? Recognize characteristics of Neoclassical era

Mary

? Recognize major literary form and elements: persuasive essay with

Excerpt from A Vindication of the

Rights of Woman

rhetorical language/devices ? Relate to themes of era: gender equity, education ? Analyze the social and cultural function of British literature

1350L pp. 720-726

? Draw conclusions and make inferences based on explicit and implicit information in text

On level

? Apply knowledge of words: connotation, denotation, meaning of allusions

Blake, William "The Lamb" and "The

? Use knowledge of effects of language to comprehend and elaborate the meaning of texts

Tyger" pp. 770, 774

? Recognize major literary forms and their elements: lyric poetry, inc. sound, rhythm, rhyme, figures of speech, imagery, allusion,

Less challenging

paradox, ambiguity ? Recognize characteristics of 18th Century/pre-Romantic

? Relate themes to the era, e.g., religious concerns, value of

individual experience

? Figures of speech: symbols, allusion, personification, paradox,

imagery

? Apply knowledge of words: connotation, denotation, allusions ? Use knowledge of diversity and effects of language to comprehend Burns, Robert

"To a Mouse"

Nonfiction: Persuasive

Essay

Neoclassical Period/ 18th Century

Nonfiction: Persuasive

Essay

Neoclassical Period/ 18th Century

Poetry

18th Century ? Pre-Romantic

Poetry

18th Century ?

Pre-Romantic

Revised August 2016

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