Shelby County Schools



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

|The TNCore Literacy Standards |

|The TNCore Literacy Standards (also known as the College and Career Ready |Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready |

|Literacy Standards): |student learning at each respective grade level. |

| | |

|Shift 1: Regular Practice with Complex Text and its Academic Language |

|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the |

| |resources in this collection. |

|Student Achievement Partners Academic Word Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained |

| |within the text. |

|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and |

| |reader/task measures text complexity analysis. |

|Shift 3: Building Knowledge through Content-Rich Non-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. |

| |

|bulary | |

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013.  The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate.  The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts, Quality of Texts, and Text-Dependent Questions), but at least one “No” for the remaining criteria.

 

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them.  Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts,  have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

• The Item Sampler (MICA) can be found here:

• TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools

• Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!

• Ten Things to Know about TNReady from the TDOE

• TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

|English III – Quarter 3 |

|Third Quarter |TN Ready Standards |Text Support |Content |

|Weeks 1-3 |

|(Text Selections with Lexile Scores) |

|“Civil War”, pg. 495 |

| |

|“Recollections of A Private”, pg. 500 |

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|“A Confederate Account of the Battle of Gettysburg”, pg. 502 |

|“The Gettysburg Address”, pg. 502 |

|from My Bondage and My Freedom”, pg. 519 |

|“Nell Painter’s Introduces Sojourner Truth”, pg.550 |

|An Account of an Experience of Discrimination”, pg. 554 |

|Close Reading Selection |

|“from Black Boy ”, pg. 517 |

|“Literary History: Twain’s World”, pg. 564 |

|“from Life on the Mississippi” , pg. 570 |

|“The Notorious Jumping Frog of Calaveras County” , pg. 576 |

| |

|Focus question: How does literature reflect society? |

|Research Performance Tasks: |

|Compare and Contrast: Choose two writers and write an essay in which you compare and contrast the writers’ stations in life and the perspectives they bring to their descriptions of the war. Discuss each writer’s |

|objectivity, political feelings, and philosophical beliefs. Provide evidence from the text to support each element in your discussion |

|Or |

|Informative/Explanatory Essay: Describe the treatment Douglass receives as a slave in the Auld household and explain how his autobiography makes a powerful case against slavery. Provide three events from the text to |

|support your explanation. |

|Week 1 |TN Ready Standards |Text Support |Content |

|Building knowledge | |Provides strong and thorough textual evidence to support analysis| |

|through content-rich |CC Literature and Informational Text(s) |of what the text says explicitly. (R1) |Prentice Hall Literature, Pearson |

|nonfiction | | |Selection(s) for week 1 |

| |RI 11-12. 1: Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Analyzing Primary Sources |

| |support analysis of what the text says explicitly as well |of inferences drawn from the text. (RI 1) |“Civil War”, pg. 495 |

|and |as inferences drawn from the text, including determining |Provides a determination of an author’s point of view or purpose | |

| |where the text leaves matters uncertain. |in a text in which the rhetoric is particularly effective. (RI 6)|“Recollections of A Private”, pg. 500 |

| | |€For RI 6, provides an analysis of how style and content | |

| |RI 11-12. 6: Determine an author’s point of view or purpose|contribute to the power, persuasiveness or beauty of the text. |“A Confederate Account of the Battle of Gettysburg”, pg. 502 |

|Reading Complex Texts |in a text in which the rhetoric is particularly effective, |(RI 6) |“The Gettysburg Address”, pg. 502 |

| |analyzing how style and content contribute to the power, |Provides an analysis of themes in seventeenth-, eighteenth- and |Reading Skill: |

| |persuasiveness, or beauty of the text. |nineteenth- century foundational U.S. documents of historical and|Generating Questions |

| |RI 11-12.9: Analyze seventeenth-, eighteenth-, and |literary significance (including The Declaration of Independence,|Better understand the authors’ purposes |

| |nineteenth-century foundational U.S. documents of |the Preamble to the Constitution, the Bill of Rights and |Synthesize content |

| |historical and literary significance (including The |Lincoln’s Second Inaugural Address). (RI 9) |Text Dependent Questions for selections 1 -4 |

| |Declaration of |Provides an analysis of the purposes of seventeenth-, eighteenth-|1. What main purpose prompts the writer to record these experiences? |

| |Independence, the Preamble to the Constitution, the Bill of|and nineteenth- century foundational U.S. documents of historical|2. What does the writer’s use of language suggest about his or her |

| |Rights, and Lincoln’s Second Inaugural Address) for their |and literary significance (including The Declaration of |position in life? |

| |themes, purposes, and rhetorical features. |Independence, the Preamble to the Constitution, the Bill of |3. What does the writer feel or believe about the Civil War? Why? |

| | |Rights and Lincoln’s Second Inaugural Address). (RI 9) |4. Does the writer express a thematic insight about war in general? If|

| |RL 11-12. 3: Analyze the impact of the author’s choices |Provides an analysis of the impact of an author’s choices |so, how does it relate to those expressed in similar texts? |

| |regarding how to develop and relate elements of a story or |regarding how to develop and relate elements of a story or drama |5. Does the writer state opinions, feelings, and beliefs directly or |

| |drama (e.g., where a story is set, how the action is |(e.g. where a story is set, how the action is ordered, how the |implicitly through observation and descriptions? |

| |ordered, how the characters are introduced and developed). |characters are introduced and developed). (RL3) |6. What clues suggest an opinion or belief is being stated? |

| |RL 11-12. 9: Demonstrate knowledge of eighteenth-, |Provides an expression of knowledge of how two eighteenth- |7. What details of style and form tell you that you are reading a |

| |nineteenth- and early-twentieth-century foundational works |century foundational works of American literature, two |diary or journal? |

| |of American literature, including how two or more texts |nineteenth-century foundational works of American literature, and|8. What significant events does Chesnut describe in her diary? |

| |from the same period treat similar themes or topics. |two early-twentieth-century foundational works of American |9. How did Private Goss’s attitudes and expectations change after he |

| | |literature treat similar themes or topics. (RL9) |enlisted? |

| | | |10. Which words in his description of the battle show McKim’s |

| | |€ |political leanings? |

| | | |Close Reading Selection |

| | | |“An Episode of War”, pg. 449 |

| | | | |

| | | |Purpose: Apply background knowledge of the Civil War Era from the |

| | | |previous texts to help with prediction. |

| | | | |

| | | |Close Reading Resource Tool |

| | | |Use the graphic organizer on page 506 with “An Episode of War.” |

| | | | |

| | | |Text Dependent Questions for Close Reading Selection |

| | | | |

| | | |1. Literary Analysis |

| | | |What Naturalist ideas are evident in the bracketed passage on page |

| | | |510? Think specifically about the orderly sergeant’s reaction to the |

| | | |lieutenant’s wound. |

| | | | |

| | | |2. Cause and Effect |

| | | |What observations does the lieutenant make while he is walking? |

| | | |Explain why the stragglers might know more about the battle than the |

| | | |lieutenant does. Is their information reliable? |

| | | | |

| | | |3. Applying Background Knowledge |

| | | |How does your knowledge of the Civil War clarify your understanding of|

| | | |these battlefield details? |

| | | |4. Figurative Language |

| | | |What is ironic about the doctor's reaction to the lieutenant's wounded|

| | | |arm in An Episode of War? |

| | | |5. Inference |

| | | |Why did Crane choose to have the lieutenant remain nameless? Does the |

| | | |lieutenant's namelessness heighten or lessen the emotional impact of |

| | | |the story? Please explain. |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | |– Informational Texts |

|academic language |L.11-12.4: Determine or clarify the meaning of unknown and |Primary Source |Vocabulary (page 493): |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase |adjourned |

| |reading and content, choosing flexibly from a range of |Main Idea |recruits |

| |strategies. |Citing |brigade |

| | |Format |offensive |

| |L.11-12.4.C: Consult general and specialized reference |Central Idea |convention |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language |entrenchments |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice |intercepted |

| |or determine or clarify its precise meaning, its part of |Organizational Structure |obstinate |

| |speech, its etymology, or its standard usage. |Methods of Development |fluctuation |

| | |Rhetorical Devices |spectator |

| |L.11-12.6: Acquire and use accurately general academic and |Sentence variety and fluency | |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining |Content Area Vocabulary (page 504): |

| |writing, speaking, and listening at the college and career |Conventions and Style |delegates, capitol, elect, legislature |

| |readiness level. | |combat, campaign, tactic, siege |

| | |Demonstrates the ability to determine the meaning of words and |soldiers, enlist, drill, military |

| | |phrases as they are used in a text (L.4) | |

| | |€Demonstrates the ability to determine the figurative meaning of | |

| | |words and phrases in a text. (L.4) | |

| | |€Demonstrates the ability to determine the connotative meaning of|Vocabulary Acquisition and Use |

| | |words and phrases in a text. (L.4) |Latin Root –dict- pg. 491 |

| | |Provides an analysis of the impact of specific word choices on |Latin Root –greg- pg. 515 |

| | |meaning and tone, including words with multiple meanings or | |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) |Vocabulary Skills |

| | | |Content – Area Vocabulary pg. 504 |

| | | |Etymology Study pg. 504 |

| | | |Analogies pg. 515 |

| | | | |

| | | | |

| | | |Conventions |

| | | | |

| | | |Pronoun –Antecedent Agreement /Correcting Faulty Agreement p.911 |

| | | | |

| | | |Writing and Speaking Conventions p.911 |

| | | |Writing Application |

| | | |Prentice Hall Writing Coach |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |W. 11-12.7: Conduct short as well as more sustained |Cite strong evidence |Explanatory Essay (page 515) |

| |research projects to answer a question (including a | |Many critics have observed that Crane’s fiction asks questions, but |

| |self-generated question) or solve a problem; narrow or |Selecting relevant facts and quotations |does not provide answers. This challenges readers to evaluate their |

| |broaden the inquiry when appropriate; synthesize multiple | |ideas about people’s behavior, feelings, and thoughts about war. |

| |sources on the subject, demonstrating understanding of the |CCRS Writing |Analyze this critical view of “An Episode of War.” Provide evidence |

| |subject under investigation. | |from the text to support your analysis. |

| | |Model: Using Relevant Citations |* This paper can be further developed in the Writing Workshop |

| | | | |

| |8. Gather relevant information from multiple authoritative |Prewriting | |

| |print and digital sources, using advanced searches |(listing descriptions, dialogue and character action) | |

| |effectively; assess the strengths and limitations of each | |Organization and Focus |

| |source in terms of the task, purpose, and audience; | |Prewrite – Using the format on page 515, list assumptions about war |

| |integrate information into the text selectively to maintain|Drafting |that people commonly hold. Note details from the story that relate to |

| |the flow of ideas, avoiding plagiarism and overreliance on |( using transitions and defending interpretations with supporting|your list of assumptions. Does the story challenge your assumptions? |

| |any one source and following a standard format for |evidence) |Does the story provide support for the critical view? Write a |

| |citation. | |statement that summarizes your observations. |

| | |Revising | |

| | |(use direct quotations to strengthen the essay |Draft – In your own words, restate the critical assessment of Crane’s |

| | | |work. Then, state your position. Using your pre-writing notes, devote |

| | | |one paragraph of each assumption and provide an example from the story|

| | | |to support the assumption. |

| | | | |

| | | |Revise – Reread your draft essay. Consider expanding your ideas to |

| | | |create a logical flow in order. Each idea should build on the one that|

| | | |comes before. If necessary, reorder your paragraphs to improve the |

| | | |flow of ideas. |

| | | | |

|Reading, writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |

|speaking grounded in | | | |

|evidence from text, both | | | |

|literary and |L.11-12.1: Demonstrate command of the conventions of |Discussion |.– Informational Texts |

|informational |standard English grammar and usage when writing or | |Whole group/Small Group/Accountable Talk: |

| |speaking. |Accountable Talk |Does society benefit from frank portrayals of suffering? In your |

| | | |discussion, try to use the following Essential Questions words: |

| |SL.11-12.1.B: Work with peers to promote civil, democratic |Socratic Seminars |awareness, assumption, reality, despair. |

| |discussions and decision-making, set clear goals and | |Discuss with a partner how the story might differ if it had been |

| |deadlines, and establish individual roles as needed. | |written by a Romantic writer who believed in the harmony of humanity |

| | | |and nature? Consider specifically the mood, events and outcome of the |

| | |Collaborative discussions on grade-appropriate academic topics. |story. |

| |SL.11-12.1.D: Respond thoughtfully to diverse perspectives;|Synthesize information | |

| |synthesize comments, claims, and evidence made on all sides| | |

| |of an issue; resolve contradictions when possible; and |Organize and present ideas | |

| |determine what additional information or research is | | |

| |required to deepen the investigation or complete the task. | | |

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|Week 2 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Selection(s) for week 2 |

|nonfiction | |of what the text says explicitly. (R1) | |

| |RI.11-12.1: Cite strong and thorough textual evidence to | |“from My Bondage and My Freedom”, pg. 519 |

| |support analysis of what the text says explicitly as well |Provides strong and thorough textual evidence to support analysis|“Nell Painter’s Introduces Sojourner Truth”, pg.550 |

|and |as inferences drawn from the text, including determining |of inferences drawn from the text. (RI 1 ) |An Account of an Experience of Discrimination”, pg. 554 |

| |where the text leaves matters uncertain. |Provides a determination of an author’s point of view or purpose | |

| | |in a text in which the rhetoric is particularly effective. (RI 6)|Close Reading Selection |

| | |Provides an analysis of how style and content contribute to the |“from Black Boy ”, pg. 517 |

|Reading Complex Texts |RI 11-12. 6: Determine an author’s point of view or purpose|power, persuasiveness or beauty of the text. (RI 6) |Text Dependent Questions for Close Reading Selection |

| |in a text in which the rhetoric is particularly effective, |Provides an analysis of themes in seventeenth-, eighteenth- and |1. Rhetorical Devices |

| |analyzing how style and content contribute to the power, |nineteenth- century foundational U.S. documents of historical and|How does the use of parallel structure help confirm the description of|

| |persuasiveness, or beauty of the text. |literary significance (including The Declaration of Independence,|Mencken as a “raging demon”? |

| |RI 11-12.9: Analyze seventeenth-, eighteenth-, and |the Preamble to the Constitution, the Bill of Rights and |2. Telling Details |

| |nineteenth-century foundational U.S. documents of |Lincoln’s Second Inaugural Address). (RI 9) |How do vivid details affect the reader? |

| |historical and literary significance (including The |Provides an analysis of the purposes of seventeenth-, eighteenth-|3. Syntax |

| |Declaration of |and nineteenth- century foundational U.S. documents of historical|Based on the syntax, how would you describe Wright’s state of mind? |

| |Independence, the Preamble to the Constitution, the Bill of|and literary significance (including The Declaration of |4. Diction |

| |Rights, and Lincoln’s Second Inaugural Address) for their |Independence, the Preamble to the Constitution, the Bill of |How else can the author rewrite their sentences to convey another |

| |themes, purposes, and rhetorical features. |Rights and Lincoln’s Second Inaugural Address). (RI 9) |point? |

| | |Provides an analysis of the impact of an author’s choices |Reading Skill: |

| | |regarding how to develop and relate elements of a story or drama |Style and Tone |

| | |(e.g. where a story is set, how the action is ordered, how the |Analyze literary elements that contribute to the writer’s style |

| | |characters are introduced and developed). (RL3) |Evaluate the author’s tone toward the audience and subject |

| | |Provides an expression of knowledge of how two eighteenth- |Text Dependent Questions for selections 1 -3 |

| | |century foundational works of American literature, two |1. How do the ethical conflicts of slavery affect everyone in the Auld|

| | |nineteenth-century foundational works of American literature, and|household? (Purpose of Reading Historical Influences) |

| | |two early-twentieth-century foundational works of American |2. What multiple influences of the period are evidence of the period |

| | |literature treat similar themes or topics. (RL9) |are evident in this text? Explain. (Purpose of Reading Historical |

| | | |Influences) |

| | | |3. How does the idealized picture of plantation life (pg. 525) |

| | | |contrast with Douglass’s experiences as an enslaved African American? |

| | | |(Contrast) |

| | | |4. How does reading his text help transform your image of him from |

| | | |‘light-hearted” to “wretched and gloomy”? (Analyze Cause and Effect) |

| | | |5. According to Nell Painter, to what two American histories does |

| | | |Truth experience of discrimination belong? (Key Ideas & Details) |

| | | |6. What point does Painter make by connecting Sojourner Truth’s |

| | | |individual experience of discrimination with a national pattern? |

| | | |(Connection) |

| | | |7.What action does Truth take following each incident of |

| | | |discrimination described in her account? (Key Details) |

| | | |8. Why would a person have an impression that Truth was proper and a |

| | | |middle-class woman of her day? (Prediction) |

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|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.11-12.4: Determine or clarify the meaning of unknown and |Primary Source |Latin Root –bene- pg. 529 |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase |Sentence completions pg. 529 |

| |reading and content, choosing flexibly from a range of |Main Idea | |

| |strategies. |Citing |Review word roots and prefixes. Word maps, |

| | |Format |word clouds |

| |L.11-12.4.C: Consult general and specialized reference |Central Idea | Make flash cards |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language | Academic vocabulary strategies |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice | Latin & Greek roots |

| |or determine or clarify its precise meaning, its part of |Organizational Structure |Definitions, history and short essays on words |

| |speech, its etymology, or its standard usage. |Methods of Development | Visual thesaurus |

| | |Rhetorical Devices | |

| |L.11-12.6: Acquire and use accurately general academic and |Sentence variety and fluency |Reviewed throughout the quarter: |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining |Vocabulary appropriate to the texts in the unit |

| |writing, speaking, and listening at the college and career |Conventions and Style | |

| |readiness level. | | |

| | |Demonstrates the ability to determine the meaning of words and | |

| | |phrases as they are used in a text (L.4) | |

| | |€Demonstrates the ability to determine the figurative meaning of | |

| | |words and phrases in a text. (L.4) | |

| | |€Demonstrates the ability to determine the connotative meaning of| |

| | |words and phrases in a text. (L.4) | |

| | |Provides an analysis of the impact of specific word choices on | |

| | |meaning and tone, including words with multiple meanings or | |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.11-12.1: Cite strong and thorough textual evidence to |Cite strong evidence | |

| |support analysis of what the text says explicitly as well | |What is Analytic Summary? What is an analytical essay? Using the |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Scoring Rubric |

| |where the text leaves matters uncertain. | |The Informational/Explanatory Rubric |

| | |CCRS Writing | |

| |W.11-12.2.B: Develop the topic thoroughly by selecting the | |cs/InfExpRubric-Gr6-8.pdf |

| |most significant and relevant facts, extended definitions, |Model: Using Relevant Citations |Teaching the Informational/Explanatory Rubric’s Traits |

| |concrete details, quotations, or other information and | |The Scoring Guides and Sample Student Responses |

| |examples appropriate to the audience's knowledge of the |Prewriting | |

| |topic. |(listing descriptions, dialogue and character action) |/scoring_resources/2013-14scoringresources/2013- |

| | | |14p1scoringmaterials.aspx |

| | | |Analytic Summary Prompt |

| |W.11-12.2.C Use appropriate and varied transitions and |Drafting |How do Douglass' feelings change over the course of this piece? What |

| |syntax to link the major sections of the text, create |( using transitions and defending interpretations with supporting|is Douglass trying to show about how slavery makes people feel? Write |

| |cohesion, and clarify the relationships among complex ideas|evidence) |an analytical essay that summarizes and analyzes how his feelings |

| |and concepts. | |change and what you believe he is trying to show the reader. |

| | |Revising |Be sure to cite strong and thorough evidence from the text to support |

| | |(use direct quotations to strengthen the essay |your analysis. Follow the conventions of standard written English. |

| | | | |

|Week 3 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Selection(s) for Week 3 |

|nonfiction | |of what the text says explicitly. (R1) |“Literary History: Twain’s World”, pg. 564 |

| |RI.11-12.1: Cite strong and thorough textual evidence to | |“from Life on the Mississippi” , pg. 570 |

| |support analysis of what the text says explicitly as well |Provides strong and thorough textual evidence to support analysis|“The Notorious Jumping Frog of Calaveras County” , pg. 576 |

|and |as inferences drawn from the text, including determining |of inferences drawn from the text. (RI 1 ) |Reading Skill: |

| |where the text leaves matters uncertain. |Provides a determination of an author’s point of view or purpose |Author’s Purpose |

| | |in a text in which the rhetoric is particularly effective. (RI 6)|Identify the general and specific purpose for writing |

| |RI. 11-12.4: Determine the meaning of words and phrases as |€For RI 6, provides an analysis of how style and content |How to identify implicit or unstated purpose of an author |

|Reading Complex Texts |they are used in a text, including figurative, connotative,|contribute to the power, persuasiveness or beauty of the text. | |

| |and technical meanings; analyze how an author uses and |(RI 6) |Text Dependent Questions for selections 1 -3 |

| |refines the meaning of a key term or terms over the course |Provides an analysis of themes in seventeenth-, eighteenth- and |1. How do you think Twain’s travels and varied experiences helped his |

| |of a text (e.g., how Madison defines faction in Federalist |nineteenth- century foundational U.S. documents of historical and|writing? (Analyze) |

| |No. 10). |literary significance (including The Declaration of Independence,|2. How do footnotes clarify your understanding of the technical terms?|

| |RL 11-12.3: Analyze the impact of the author’s choices |the Preamble to the Constitution, the Bill of Rights and |(Clarifying and Interpreting) |

| |regarding how to develop and relate elements of a story or |Lincoln’s Second Inaugural Address). (RI 9) |3. How and why does the narrator's feeling about the river change? |

| |drama (e.g., where a story is set, how the action is |Provides an analysis of the purposes of seventeenth-, eighteenth-|Build your analysis with thoughtful detail. (Key Details and Ideas) |

| |ordered, how the characters are introduced and developed). |and nineteenth- century foundational U.S. documents of historical|4. Based on Twain's description of experiences on the river, would you|

| | |and literary significance (including The Declaration of |want to venture down the Mississippi? Why or why not? (Key Details and|

| |RL. 11-12.6: Determine an author’s point of view or purpose|Independence, the Preamble to the Constitution, the Bill of |Ideas) |

| |in a text in which the rhetoric is particularly effective, |Rights and Lincoln’s Second Inaugural Address). (RI 9) |5. How old, in your perception, is the narrator? (Indicate an |

| |analyzing how style and content contribute to the power, |Provides an analysis of the impact of an author’s choices |approximate year of age.) On what details are you basing your |

| |persuasiveness or beauty of the text. |regarding how to develop and relate elements of a story or drama |conjecture? Explain. (Inference) |

| | |(e.g. where a story is set, how the action is ordered, how the |6. What exaggerations in “The Notorious Jumping Frog of Calaveras |

| | |characters are introduced and developed). (RL3) |County” make the text humorous? (Analyze) |

| | |Provides an expression of knowledge of how two eighteenth- |7. How does the use of dialect add humor to a text? |

| | |century foundational works of American literature, two |8. How do you know there are cultural differences between the Eastern |

| | |nineteenth-century foundational works of American literature, and|and Western regions in this story? (Key Details) |

| | |two early-twentieth-century foundational works of American | |

| | |literature treat similar themes or topics. (RL9) |9. Twain also uses Satire in this story.  What specific |

| | | |things/ideas/characters are satirized?  |

| | | | |

| | | |Close Reading Selection |

| | | |“from How to Tell a Story”, pg. 575 |

| | | |Key Ideas and Details |

| | | |Why does Twain think Americans are skilled at telling humorous |

| | | |stories? |

| | | |What is the difference between a humorous story and a comic strip? |

| | | | |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.12.4: Determine or clarify the meaning of unknown and |Primary Source |Word Analysis: Greek Prefix mono- pg. 583 |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase |Antonyms pg. 583 |

| |reading and content, choosing flexibly from a range of |Main Idea | |

| |strategies. |Citing |Resources to Build Vocabulary pg. 583 |

| | |Format | |

| |L.12.4.C: Consult general and specialized reference |Central Idea | |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language |Language |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice | |

| |or determine or clarify its precise meaning, its part of |Organizational Structure |Fixing Misplaced and Dangling Modifiers pg. 583 |

| |speech, its etymology, or its standard usage. |Methods of Development |Introductory Phrases and Clauses pg. 613 |

| | |Rhetorical Devices | |

| |L.12.6: Acquire and use accurately general academic and |Sentence variety and fluency | |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining | |

| |writing, speaking, and listening at the college and career |Conventions and Style |Review word roots and prefixes. Word maps, |

| |readiness level. | |word clouds |

| | |Demonstrates the ability to determine the meaning of words and | Make flash cards |

| | |phrases as they are used in a text (L.4) | Academic vocabulary strategies |

| | |€Demonstrates the ability to determine the figurative meaning of | Latin & Greek roots |

| | |words and phrases in a text. (L.4) |Definitions, history and short essays on words |

| | |€Demonstrates the ability to determine the connotative meaning of| Visual thesaurus |

| | |words and phrases in a text. (L.4) | |

| | |Provides an analysis of the impact of specific word choices on |Reviewed throughout the quarter: |

| | |meaning and tone, including words with multiple meanings or |Vocabulary appropriate to the texts in the unit |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.12.1: Cite strong and thorough textual evidence to |Cite strong evidence |Literary Analysis: |

| |support analysis of what the text says explicitly as well | |Though “The Notorious Jumping Frog of Calaveras County” is considered |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |a tall tale, there are several aspects of the story that make it |

| |where the text leaves matters uncertain. | |realistic. Explain how setting, characterization, and diction |

| | |CCRS Writing |contribute to its realism. |

| |W.12.2.B: Develop the topic thoroughly by selecting the | | |

| |most significant and relevant facts, extended definitions, |Model: Using Relevant Citations |-Write an objective summary of each text |

| |concrete details, quotations, or other information and | | |

| |examples appropriate to the audience's knowledge of the |Prewriting | |

| |topic. |(listing descriptions, dialogue and character action) | |

| | | | |

| | | | |

| | |Drafting | |

| | |( using transitions and defending interpretations with supporting| |

| | |evidence) | |

| | | | |

| | |Revising | |

| | |(use direct quotations to strengthen the essay | |

| | | | |

| | |Provides strong and thorough textual evidence to support analysis| |

| | |of what the text says explicitly. (R1) | |

| | | | |

| | | | |

| | |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. | |

| | |(W2) | |

| | | | |

|Reading, writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |

|speaking grounded in | | | |

|evidence from text, both | | | |

|literary and |L.12.1: Demonstrate command of the conventions of standard |Discussion |Deliver an oral presentation in which you identifying and analyze the |

|informational |English grammar and usage when writing or speaking. | |point of view in a work of fiction |

| | |Accountable Talk | |

| |SL.12.1.B: Work with peers to promote civil, democratic | | |

| |discussions and decision-making, set clear goals and |Socratic Seminars | |

| |deadlines, and establish individual roles as needed. | | |

| | |Collaborative discussions on grade-appropriate academic topics. | |

| | |Synthesize information | |

| |SL.12.1.D: Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all sides|Organize and present ideas | |

| |of an issue; resolve contradictions when possible; and | | |

| |determine what additional information or research is | | |

| |required to deepen the investigation or complete the task. | | |

| | | | |

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| | | | |

|Weeks 1-3 |

|Sample MICA Items on RI 11-12.1, RI 11-12.2, RI 11-12.9, RL 11-12.3, RL 11-12.9, L.11-12.4 |

| |

|Create an exam using the excerpt from “Ranch Life and the Hunting-Trail” by Theodore Roosevelt. Include question IDs 43964, 43959, and 43954. |

| |

|Week 4 |TN Ready Standards |Text Support |CONTENT |

| | | | |

| |RL.11-12.1: Cite strong and thorough textual evidence to |Development of Ideas |Outcomes for Writing Workshop |

|Writing Workshop |support analysis of what the text says explicitly as well |·The student response addresses the prompt and provides effective| |

| |as inferences drawn from the text, including determining |and comprehensive development of the claim, topic and/or |Analyze Characterization |

| |where the text leaves matters uncertain. |narrative elements4 by using clear and convincing reasoning, |Choose a text from Weeks 1-3 |

| | |details, text-based evidence, and/or description; the development|Write an essay in which you analyze the character development in the |

| |W.11-12.2.B: Develop the topic thoroughly by selecting the |is consistently appropriate to the task, purpose, and audience. |text |

| |most significant and relevant facts, extended definitions, | | |

| |concrete details, quotations, or other information and |Organization |How do Douglass' feelings change over the course of this piece? What |

| |examples appropriate to the audience's knowledge of the |The student response demonstrates purposeful coherence, clarity, |is Douglass trying to show about how slavery makes people feel? Write |

| |topic. |and cohesion5 and includes a strong introduction, conclusion, and|a paragraph in which you show how his feelings change and what you |

| | |a logical, well-executed progression of ideas, making it easy to |believe he is trying to show the reader. |

| |W.11-12.1: Write arguments to support claims in an analysis|follow the writer’s progression of ideas. | |

| |of substantive topics or texts, using valid reasoning and | |Analyze Word Choice |

| |relevant and sufficient evidence. |Clarity of Language |Write an essay in which you analyze the meaning and impact of the word|

| | |The student response establishes and maintains an effective |choices in a work of nonfiction. |

| |W.11-12.7: Conduct short as well as more sustained research|style, while attending to the norms and conventions of the | |

| |projects to answer a question (including a self-generated |discipline. The response uses precise language consistently, |Analyze and Evaluate Text Structure |

| |question) or solve a problem; narrow or broaden the inquiry|including descriptive words and phrases, sensory details, linking|Write an essay in which you analyze and evaluate the effectiveness of |

| |when appropriate; synthesize multiple sources on the |and transitional words, words to indicate tone6, and/or |the structure of literary nonfiction |

| |subject, demonstrating understanding of the subject under |domain-specific vocabulary. | |

| |investigation. | |Research and Connected Readings |

| | |Knowledge of Language and Conventions |The Celebrated Jumping Frog of Calaveras County |

| | |The student response demonstrates command of the conventions of |

| | |standard English consistent with effectively edited writing. |alaveras-county/ |

| | |Though there may be a few minor errors in grammar and usage, | |

| | |meaning is clear throughout the response. | |

| | | |Documenting the American South |

| | | | |

| | | | |

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| | | | |

| | | | |

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| | | | |

|Third Quarter |TN Ready Standards |Text Support |Content |

| |

|Week 5-7 |

|“ Harlem Renaissance” –Scholastic News Article |

| |

|“Literary History: Langston Hughes and Harlem”, pg.896 |

|Background Information on Langston Hughes 898-900 |

|“from Dust Tracks on a Road”, pg.930 |

|“The Negro Speaks of Rivers”, pg. 902 |

|“I, Too”, pg. 904 |

|“Dream Variations”, pg.906 |

|“Refugee in America” p.907 |

|“Harlem Renaissance Poets”, pg. 920 |

|“Tropics in New York”, pg. 923 |

|“A Black Man Talks of Reaping”, pg. 924 |

|Historical Background “Post-War Era”, pg. 968 |

|“Life in His Language”, pg. 1096 |

|“Inaugural Address”, pg. 1104 |

|“from Letter from Birmingham City Jail”, pg. 1109 |

| |

|Focus question: What makes American literature American? |

|Performance Task: |

|After reading selections from the Harlem Renaissance unit , write a/n explanatory essay in which you explain in what ways they capture some of the complexities of an African American experience. Using specific examples |

|from the readings, and your own research on the Harlem Renaissance. |

| |

|Week 5 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Selection(s) for Week 5 |

|nonfiction | |of what the text says explicitly. (R1) |“ Harlem Renaissance” –Scholastic News Article |

| |RI 11-12. 1: Cite strong and thorough textual evidence to | | |

| |support analysis of what the text says explicitly as well |Provides strong and thorough textual evidence to support analysis|Background Information on Langston Hughes 898-900 |

|and |as inferences drawn from the text, including determining |of inferences drawn from the text. (RI 1) |“from Dust Tracks on a Road”, pg.930 |

| |where the text leaves matters uncertain. |Provides a determination of an author’s point of view or purpose | |

| | |in a text in which the rhetoric is particularly effective. (RI 6)|Text Dependent Questions for selections 1 -3 |

| |RI 11-12. 6: Determine an author’s point of view or purpose|€For RI 6, provides an analysis of how style and content |1. What is Hurston’s tone as she describes her visitors? Explain. |

|Reading Complex Texts |in a text in which the rhetoric is particularly effective, |contribute to the power, persuasiveness or beauty of the text. |(Figurative Language) |

| |analyzing how style and content contribute to the power, |(RI 6) |2. Why do you think Hurston includes this description of her response |

| |persuasiveness, or beauty of the text. |Provides an analysis of the impact of an author’s choices |to taunting classmates? (Author’s Purpose) |

| | |regarding how to develop and relate elements of a story or drama |3. Why do you think that Hurston includes this incident about her |

| |RL 11-12. 3: Analyze the impact of the author’s choices |(e.g. where a story is set, how the action is ordered, how the |mother preparing her meeting with the women? (Author’s Purpose) |

| |regarding how to develop and relate elements of a story or |characters are introduced and developed). (RL3) |4. What does Zora’s excitement about the books she receives reveal |

| |drama (e.g., where a story is set, how the action is |Provides an expression of knowledge of how two eighteenth- |about social context of her community? |

| |ordered, how the characters are introduced and developed). |century foundational works of American literature, two |5. What information about Hurston is revealed in the opening dialogue |

| | |nineteenth-century foundational works of American literature, and|she has with her grandmother’s words in dialect? |

| |RL 11-12. 9: Demonstrate knowledge of eighteenth-, |two early-twentieth-century foundational works of American |6. What details does Hurston use reveal her independence and passion |

| |nineteenth- and early-twentieth-century foundational works |literature treat similar themes or topics. (RL9) |for learning? |

| |of American literature, including how two or more texts | | |

| |from the same period treat similar themes or topics. | | |

| | | |Close Reading Selection |

| | | |“Literary History: Langston Hughes and Harlem”, pg.896 |

| | | |Central Idea |

| | | |What central idea is the author conveying in the text? |

| | | |What are the details that support the central idea? |

| | | |Key Ideas and Details |

| | | |Citing passages from the text, explain how the author’s description of|

| | | |the Harlem Renaissance appeals to readers? |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.12.4: Determine or clarify the meaning of unknown and |Primary Source | |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase |Latin Root –sol- pg. 1025 |

| |reading and content, choosing flexibly from a range of |Main Idea |Vocabulary: Context Clues pg. 1025 |

| |strategies. |Citing |Latin Root –litera- pg. 1039 |

| | |Format |Vocabulary: Context Clues pg. 1039 |

| |L.12.4.C: Consult general and specialized reference |Central Idea | |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language |Language |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice |Adjective and Adverb Clauses pg. 287 |

| |or determine or clarify its precise meaning, its part of |Organizational Structure |Using Clauses to Combine Sentences p.287 |

| |speech, its etymology, or its standard usage. |Methods of Development |Improving Sentence pg. 958 |

| | |Rhetorical Devices | |

| |L.12.6: Acquire and use accurately general academic and |Sentence variety and fluency | |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining | |

| |writing, speaking, and listening at the college and career |Conventions and Style | |

| |readiness level. | | |

| | |Demonstrates the ability to determine the meaning of words and | |

| | |phrases as they are used in a text (L.4) | |

| | |€Demonstrates the ability to determine the figurative meaning of | |

| | |words and phrases in a text. (L.4) | |

| | |€Demonstrates the ability to determine the connotative meaning of| |

| | |words and phrases in a text. (L.4) | |

| | |Provides an analysis of the impact of specific word choices on | |

| | |meaning and tone, including words with multiple meanings or | |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.12.1: Cite strong and thorough textual evidence to |Cite strong evidence | |

| |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Hurston was criticized by some of her contemporaries because they felt|

| |where the text leaves matters uncertain. | |she did not place enough emphasis on the racial oppression of African |

| | |CCRS Writing |Americans by the white community. Using references from this |

| |W.12.2.B: Develop the topic thoroughly by selecting the | |autobiographical excerpt, explain whether you agree or disagree with |

| |most significant and relevant facts, extended definitions, |Model: Using Relevant Citations |this criticism. |

| |concrete details, quotations, or other information and | |Cite strong evidence |

| |examples appropriate to the audience's knowledge of the |Prewriting | |

| |topic. |(listing descriptions, dialogue and character action) |Selecting relevant facts and quotations |

| | | | |

| | | | |

| | |Drafting | |

| | |( using transitions and defending interpretations with supporting| |

| | |evidence) | |

| | | | |

| | |Revising | |

| | |(use direct quotations to strengthen the essay | |

| | |Provides strong and thorough textual evidence to support analysis| |

| | |of what the text says explicitly. (R1) | |

| | | | |

| | | | |

| | |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. | |

| | |(W2) | |

|Week 6 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Selection(s) for Week 6 |

|nonfiction | |of what the text says explicitly. (RL1) |“The Negro Speaks of Rivers”, pg. 902 |

| |RL.11-12.1: Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|“I, Too”, pg. 904 |

| |support analysis of what the text says explicitly as well |of inferences drawn from the text. (RL1 ) |“Dream Variations”, pg.906 |

|and |as inferences drawn from the text, including determining |Provides a statement of a theme or central idea of a text. (RL 2)|“Refugee in America” p.907 |

| |where the text leaves matters uncertain. |Provides an analysis of how a theme or central idea emerges and |“Tropics in New York”, pg. 923 |

| | |is shaped (RL 2) |“A Black Man Talks of Reaping”, pg. 924 |

| |RL. 11-12. 2: Determine a theme or central idea of a text |Provides an objective summary of a text. (RL 2) |Reading Skill: |

|Reading Complex Texts |and analyze in detail its development over the course of |Provides an analysis of how complex characters (those with |Apply Critical Perspectives |

| |the text, including how it emerges and is shaped and |multiple or conflicting motivations) develop over the course of a|Viewing literature through social or historical perspective |

| |refined by specific details; provide an objective summary |text. (RL 3) |Viewing literature through archetypes-characters, symbols, or patterns|

| |of the text. |Provides an analysis of how complex characters (those with |that cross cultures |

| |RL 11-12.3: Analyze how complex characters (e.g., those |multiple or conflicting motivations) interact with other |Viewing literature as an expression of events and issues in the |

| |with multiple or conflicting motivations) develop over the |characters over the course of the text. (RL 3) |writer’s personal life |

| |course of a text, interact with other characters, and | | |

| |advance the plot or develop the theme. | |Text Dependent Questions for selections 1 -6 |

| | | |1. What is Hughes's over-arching view on America? |

| | | |2. How would you best describe the tone that Hughes most commonly |

| | | |employs in his poetry? (Figurative Language) |

| | | |3. What does "Refugee in America" reveal about Hughes's views on |

| | | |freedom and liberty?(Prediction) |

| | | |4. How does Langston Hughes depict the Harlem Renaissance in his |

| | | |writing?(Key Ideas and details) |

| | | |5. How does your understanding a poem change when you read it with |

| | | |different critical perspectives? (Applying Critical Perspectives) |

| | | |6. Analyzing the poems, in what ways are the themes of racial |

| | | |identity, pride, and perseverance interconnected? |

| | | |7. What different interpretation of the poem might a biographical |

| | | |perspective provide? |

| | | | |

| | | |Close Reading Selection |

| | | |Harlem Renaissance Poets pg. 920 |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.12.4: Determine or clarify the meaning of unknown and |Primary Source | |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase |Latin Root - liber – pg. 909 |

| |reading and content, choosing flexibly from a range of |Main Idea |Analogies pg. 909 |

| |strategies. |Citing |Using Resources to Build Vocabulary (Connotation and Denotation: Words|

| | |Format |for Freedom) pg. 909 |

| |L.12.4.C: Consult general and specialized reference |Central Idea | |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language |Language |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice |Pronoun-Antecedent Agreement pg. 911 |

| |or determine or clarify its precise meaning, its part of |Organizational Structure | |

| |speech, its etymology, or its standard usage. |Methods of Development |Sentence Completions pg. 955 |

| | |Rhetorical Devices | |

| |L.12.6: Acquire and use accurately general academic and |Sentence variety and fluency | |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining |Review word roots and prefixes. Word maps, |

| |writing, speaking, and listening at the college and career |Conventions and Style |word clouds |

| |readiness level. | | Make flash cards |

| | |Demonstrates the ability to determine the meaning of words and | Academic vocabulary strategies |

| | |phrases as they are used in a text (L.4) | Latin & Greek roots |

| | |€Demonstrates the ability to determine the figurative meaning of |Definitions, history and short essays on words |

| | |words and phrases in a text. (L.4) | Visual thesaurus |

| | |€Demonstrates the ability to determine the connotative meaning of| |

| | |words and phrases in a text. (L.4) |Reviewed throughout the quarter: |

| | |Provides an analysis of the impact of specific word choices on |Vocabulary appropriate to the texts in the unit |

| | |meaning and tone, including words with multiple meanings or | |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.11-12.1: Cite strong and thorough textual evidence to |Cite strong evidence |Compare/Contrast Writing Task |

| |support analysis of what the text says explicitly as well | |The poems "Refugee in America" and "I, Too" speak of the American |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |identity, but they differ in many ways. Which analysis correctly |

| |where the text leaves matters uncertain. | |presents the contrast between the two poems? |

| | |CCRS Writing | |

| |W.11-12.2.B: Develop the topic thoroughly by selecting the | |Journal Entries |

| |most significant and relevant facts, extended definitions, |Model: Using Relevant Citations | |

| |concrete details, quotations, or other information and | |How did the Harlem Renaissance help Americans to understand the |

| |examples appropriate to the audience's knowledge of the |Prewriting |history and culture of African Americans? |

| |topic. |(listing descriptions, dialogue and character action) | |

| | | |How did the Harlem Renaissance impact American society during the |

| | | |1920s and beyond? |

| | |Drafting |Cite strong evidence |

| | |( using transitions and defending interpretations with supporting| |

| | |evidence) |Selecting relevant facts and quotations |

| | | | |

| | |Revising | |

| | |(use direct quotations to strengthen the essay) | |

| | |Provides strong and thorough textual evidence to support analysis| |

| | |of what the text says explicitly. (R1) | |

| | | | |

| | |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. | |

| | |(W2) | |

|Week 7 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Selection(s) for Week 7 |

|nonfiction | |of what the text says explicitly. (R1) |Historical Background “Post-War Era”, pg. 968 |

| |RI 11-12. 1: Cite strong and thorough textual evidence to | |“Life in His Language”, pg. 1096 |

| |support analysis of what the text says explicitly as well |Provides strong and thorough textual evidence to support analysis|“Inaugural Address”, pg. 1104 |

|and |as inferences drawn from the text, including determining |of inferences drawn from the text. (RI 1) |“from Letter from Birmingham City Jail”, pg. 1109 |

| |where the text leaves matters uncertain. |Provides a determination of an author’s point of view or purpose |Reading Skill: |

| | |in a text in which the rhetoric is particularly effective. (RI 6)|Analyze Patterns of organization |

| |RI 11-12. 6: Determine an author’s point of view or purpose|€For RI 6, provides an analysis of how style and content | |

|Reading Complex Texts |in a text in which the rhetoric is particularly effective, |contribute to the power, persuasiveness or beauty of the text. |Text Dependent Questions for selections 1 -6 |

| |analyzing how style and content contribute to the power, |(RI 6) |1. What social and political events affected Americans in the |

| |persuasiveness, or beauty of the text. |Provides an analysis of themes in seventeenth-, eighteenth- and |quarter-century after World War II? |

| |RI 11-12.9: Analyze seventeenth-, eighteenth-, and |nineteenth- century foundational U.S. documents of historical and|2. What values and attitudes grew from these events? |

| |nineteenth-century foundational U.S. documents of |literary significance (including The Declaration of Independence,|3. How did these values and attitude emerge in literature? |

| |historical and literary significance (including The |the Preamble to the Constitution, the Bill of Rights and |4. Why do you think the gift of Baldwin’s language is particularly |

| |Declaration of |Lincoln’s Second Inaugural Address). (RI 9) |important to Morrison? |

| |Independence, the Preamble to the Constitution, the Bill of|Provides an analysis of the purposes of seventeenth-, eighteenth-|5. What does “ Life in his Language” suggest about the importance of |

| |Rights, and Lincoln’s Second Inaugural Address) for their |and nineteenth- century foundational U.S. documents of historical|past achievements to both individuals and society as a whole? |

| |themes, purposes, and rhetorical features. |and literary significance (including The Declaration of |6. Identify two unusual syntax or word order are used in Morrison’s |

| | |Independence, the Preamble to the Constitution, the Bill of |text |

| |RL 11-12. 3: Analyze the impact of the author’s choices |Rights and Lincoln’s Second Inaugural Address). (RI 9) |7. Identify two or more central ideas and supporting details |

| |regarding how to develop and relate elements of a story or |Provides an analysis of the impact of an author’s choices |8. What contrasting words and phrases does Kennedy use in his text? |

| |drama (e.g., where a story is set, how the action is |regarding how to develop and relate elements of a story or drama |9. What are two details King uses to support his main idea about |

| |ordered, how the characters are introduced and developed). |(e.g. where a story is set, how the action is ordered, how the |police treatment of protestors? |

| |RL 11-12. 9: Demonstrate knowledge of eighteenth-, |characters are introduced and developed). (RL3) |Close Reading Selection |

| |nineteenth- and early-twentieth-century foundational works |Provides an expression of knowledge of how two eighteenth- |“from A Raisin in the Sun”, pg. 1117 |

| |of American literature, including how two or more texts |century foundational works of American literature, two |Elements of Drama |

| |from the same period treat similar themes or topics. |nineteenth-century foundational works of American literature, and|Characters |

| | |two early-twentieth-century foundational works of American |Are the characters authentic dealing with realistic conflicts? |

| | |literature treat similar themes or topics. (RL9) |Dialogue |

| | | |Is there a use of language that reflects how real people speak? |

| | | | |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | |Latin Root -vert- pg. 1114 |

|academic language |L.11-12.4: Determine or clarify the meaning of unknown and |Primary Source |Synonyms pg. 1114 |

| |multiple-meaning words and phrases based on grades 11-12 |Paraphrase | |

| |reading and content, choosing flexibly from a range of |Main Idea | |

| |strategies. |Citing | |

| | |Format | |

| |L.11-12.4.C: Consult general and specialized reference |Central Idea |Language |

| |materials (e.g., dictionaries, glossaries, thesauruses), |Figurative Language |Using Active not Passive Voice pg. 1115 |

| |both print and digital, to find the pronunciation of a word|Tone and Word Choice |Avoiding Sentence Fragments and Run-ons pg. 1237 |

| |or determine or clarify its precise meaning, its part of |Organizational Structure |Avoid Shifts in Verb Tense pg.1093 |

| |speech, its etymology, or its standard usage. |Methods of Development | |

| | |Rhetorical Devices |Review word roots and prefixes. Word maps, |

| |L.11-12.6: Acquire and use accurately general academic and |Sentence variety and fluency |word clouds |

| |domain-specific words and phrases, sufficient for reading, |Sentence combining | Make flash cards |

| |writing, speaking, and listening at the college and career |Conventions and Style | Academic vocabulary strategies |

| |readiness level. | | Latin & Greek roots |

| | |Demonstrates the ability to determine the meaning of words and |Definitions, history and short essays on words |

| | |phrases as they are used in a text (L.4) | Visual thesaurus |

| | |€Demonstrates the ability to determine the figurative meaning of | |

| | |words and phrases in a text. (L.4) |Reviewed throughout the quarter: |

| | |€Demonstrates the ability to determine the connotative meaning of|Vocabulary appropriate to the texts in the unit |

| | |words and phrases in a text. (L.4) | |

| | |Provides an analysis of the impact of specific word choices on | |

| | |meaning and tone, including words with multiple meanings or | |

| | |language that is particularly fresh, engaging, or beautiful. | |

| | |(L.4) | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.11-12.1: Cite strong and thorough textual evidence to |Cite strong evidence |Which text-Kennedy’s speech or King’s Letter makes more frequent use |

| |support analysis of what the text says explicitly as well | |of parallelism and antithesis? Explain why each author’s use of these |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |devices is appropriate to the kind of document he is writing and his |

| |where the text leaves matters uncertain. | |method of delivery. |

| | |CCRS Writing | |

| |W.11-12.2.B: Develop the topic thoroughly by selecting the | |Write an objective summary of each text |

| |most significant and relevant facts, extended definitions, |Model: Using Relevant Citations | |

| |concrete details, quotations, or other information and | | |

| |examples appropriate to the audience's knowledge of the |Prewriting | |

| |topic. |(listing descriptions, dialogue and character action) | |

| | | | |

| | | | |

| | |Drafting | |

| | |( using transitions and defending interpretations with supporting| |

| | |evidence) | |

| | | | |

| | |Revising | |

| | |(use direct quotations to strengthen the essay | |

| | |Provides strong and thorough textual evidence to support analysis| |

| | |of what the text says explicitly. (R1) | |

| | | | |

| | |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. | |

| | |(W2) | |

|Weeks 5-7 |

|Sample MICA Items on RL 11-12.2, RL 11-12.3, RL 11-12.5, RL 11-12.6, RL 11-12.9, L.11-12.4 |

| |

|Create an exam using the paired texts “The American Rebellion” and “The American Flag.” Include question IDs 44804, 44805, 44807, 44811, 44812, 44814, 44809, 44810. |

|Week 8 |TN Ready Standards |Text Support |Content |

| | | |Outcomes for Writing Workshop |

| |W.11-12.2.B: Develop the topic thoroughly by selecting the |Students use standard MLA format to avoid plagiarism. | |

|Writing Workshop |most significant and relevant facts, extended definitions, | |The student response demonstrates purposeful coherence, clarity, and |

| |concrete details, quotations, or other information and |Students paraphrase and integrate research quotations |cohesion and includes a strong introduction, conclusion, and a |

| |examples appropriate to the audience's knowledge of the |effectively. |logical, well-executed progression of ideas, making it easy to follow |

| |topic. | |the writer’s progression of ideas. |

| | |Students revise, edit, and publish research | |

| |W.11-12.1: Write arguments to support claims in an analysis| | |

| |of substantive topics or texts, using valid reasoning and |Development of Ideas |Writing Workshop |

| |relevant and sufficient evidence. |·The student response addresses the prompt and provides effective| |

| | |and comprehensive development of the claim, topic and/or |Review task and rubric |

| |W.11-12.7: Conduct short as well as more sustained research|narrative elements4 by using clear and convincing reasoning, |Reflect and Attend |

| |projects to answer a question (including a self-generated |details, text-based evidence, and/or description; the development|Peer-review/peer exchange |

| |question) or solve a problem; narrow or broaden the inquiry|is consistently appropriate to the task, purpose, and audience. |Edits: thesis/introduction, development, conventions, conclusions, |

| |when appropriate; synthesize multiple sources on the | |sources and documentation |

| |subject, demonstrating understanding of the subject under |Organization |Revisions |

| |investigation. |The student response demonstrates purposeful coherence, clarity, |Publish (type) writings |

| | |and cohesion5 and includes a strong introduction, conclusion, and| |

| | |a logical, well-executed progression of ideas, making it easy to | |

| | |follow the writer’s progression of ideas. | |

| | | |Expository Essay |

| | |Clarity of Language |After reading selections from the Harlem Renaissance unit , write a/n |

| | |The student response establishes and maintains an effective |explanatory essay in which you explain in what ways they capture some |

| | |style, while attending to the norms and conventions of the |of the complexities of an African American experience. Using specific |

| | |discipline. The response uses precise language consistently, |examples from the readings, and your own research on the Harlem |

| | |including descriptive words and phrases, sensory details, linking|Renaissance. |

| | |and transitional words, words to indicate tone6, and/or | |

| | |domain-specific vocabulary. |Analytical Essay |

| | | |Write an essay about “The Negro Speaks of Rivers” in which you apply |

| | |Knowledge of Language and Conventions |historical and archetypal critical perspectives. Analyze Hughes’ use |

| | |The student response demonstrates command of the conventions of |of literary elements, such as simile, symbolism and imagery, to |

| | |standard English consistent with effectively edited writing. |advance meaning and evoke emotions. |

| | |Though there may be a few minor errors in grammar and usage, | |

| | |meaning is clear throughout the response. | |

| | | | |

| | | | |

|Week 9 | | | |

| | |

|Comprehensive Assessment |Complete a Harlem Renaissance Biography. Start by selecting an important person of the era. Use the resources provided by your teacher to learn all that you can about the person. Put together a |

| |multimedia presentation (PowerPoint, HyperStudio, or Webpage) or poster that summarizes his/her life and accomplishments. Include pictures, text, drawings, and where appropriate, music. Create |

| |and present your biography to the class. Be prepared to answer questions! [Use Rubric Poster & Presentation] |

| |Famous Harlem Renaissance People |

| | |

| |The Harlem Renaissance |

| | |

|Weeks 8-9 |

|For writing practice, MICA only currently provides a sample for W 9.2. Question IDs 44830 and 44013 provide editing items. |

| |

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