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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map 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.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.

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, here are some high-leverage resources around each of the three shifts that teachers should consistently access.

|The Tennessee State Literacy Standards |

|The Tennessee State ELA Standards (also known as the College and Career Ready|Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent |

|Literacy Standards): |college and career ready 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. |

| | |

|Links to Support Vocabulary Instruction & Development | |

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|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 Project: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of |

| world. |

|ocabulary | |

Using the Curriculum Maps, Grades 9-12

• Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)

• Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

• Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

• Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time.

• Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

• Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

• Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

• Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Quarter 2 At-a-Glance

Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from nonfiction texts that build knowledge on the Elizabethan Age and through a study of William Shakespeare’s “Macbeth.” Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.

|English IV, Quarter 2 |

| |Texts |Recommendations |

|Weeks 1-3 |The Arts in the Elizabethan Age (1400L) |Frontload the Essential Question to prepare students for the Culminating Writing Task. |

| |“Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt | |

| |(1740L) | |

| |“Shakespeare and Modern Culture”, Garber (1300L) | |

|Week 4 |Culminating Writing Task / Writing Workshop |Performance Task Writing: After reviewing the selections for this module, write an informational|

| | |essay that integrates multiple sources discussing the various influences on Shakespeare’s |

| | |writing. Include at least one additional scholarly resource and be sure to address both |

| | |Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works|

| | |[R.L.7]. |

|Weeks |“Macbeth”, William Shakespeare (NP) (pgs. 322-419) | There are some great supporting lessons online. Consider trying one of these, based on the needs|

|5-7 |Holinshed’s Chronicles (1630L) |of your students: |

| |Connected Readings for Independent Study: Destiny, Freedom, and Responsibility, | |

| |Chapter 5. On the Human Being and Being Human, Spirkin (1280L); | |

| |Tragedy and the Common Man, Arthur Miller (1460L) | |

| | | |

|Week 8 |Comprehensive Assessment |Complete a mini-research study on the perceptions of witches in the Elizabethan era. Include this|

| | |site from the British Library Then prepare a multimedia report that synthesizes your research |

| | |findings and makes an assertion about the role of Witchcraft in society. Cite evidence from the |

| | |play, Holinshed’s Chronicles, and other sources as appropriate. You may wish to include a |

| | |comparison with American perceptions of Witches (in Salem, Mass.) as part of your report. |

|Weeks 1-3 |

|Anchor Text: |

|The Arts in the Elizabethan Age (1400L) |

| |

|Supplemental Texts: |

|“Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt (1740L) |

|“Shakespeare and Modern Culture”, Garber (1300L) |

| |

|Essential Question: How did Elizabethan society influence Shakespeare’s writing? |

|Performance Task: After reviewing the selections for this module, write an informational essay that integrates multiple sources to discuss the various influences on Shakespeare’s writing. Include at least one additional |

|scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [RL.11-12.7]. |

| |TN Standards |Evidence Statements |Content |

|Building knowledge through| | | |

|content-rich nonfiction |RI.12.1: Cite strong and thorough textual evidence to |Cites strong and thorough textual evidence to support analysis of|Overview: This module explores influences on Shakespeare including |

| |support analysis of what the text says explicitly as well |what the text says explicitly as well as inferences drawn from |Elizabethan society and other writers. Students will read |

| |as inferences drawn from the text, including determining |the text. RI.1 |informational text in preparation for a study of “Macbeth.” |

|and |where the text leaves matters uncertain. | | |

| | |Writes an objective summary RI.2 |Week One |

| |RI.12.5: Analyze and evaluate the effectiveness of the | | |

| |structure an author uses in his or her exposition or |Provides a statement two or more central ideas of a text and |Teacher Actions (I do, We do) |

|Reading Complex Texts |argument. |analyze their development over the course of the text, including |Present students with an overview of the Renaissance period. |

| | |how they interact and build on one another to produce a complex |Model note-taking strategies for students |

| |RI.12.6: Determine an author's point of view or purpose in|analysis. Supports claims with evidence from text. RI.2 |View: Shakespeare Uncovered. PBS Learning Video. |

| |a text in which the rhetoric is particularly effective, | | |

| |analyzing how style and content contribute to the power, |Provides an analysis of ideas or sequence of events. RI.3 |Student Actions (They do, You do) |

| |persuasiveness or beauty of the text. | |Create a chart of supernatural characters found in modern stories, |

| | |Provides an explanation of how specific individuals, ideas or |i.e witches, vampires and ghosts. Where do they appear in stories |

| |RI.12.7: Integrate and evaluate multiple sources of |events develop over the course of the text. RI.3 |today? Describe how modern-day writers use these characters in |

| |information presented in different media or formats (e.g.,| |stories? For example, are they heroes, villains or plot devices? |

| |visually, quantitatively) as well as in words in order to | |Students take notes on the video. |

| |address a question or solve a problem. |Demonstrates the ability to determine the meaning of figurative, | |

| | |connotative, and technical words and phrases as they are used in |Discussion Questions: |

| |RL.12.2: Determine two or more themes or central ideas of |a text. RI.4 |Provide a description of what it might have been like to live in |

| |a text and analyze their development over the course of | |England or specifically London during Shakespeare’s time. |

| |the text, including how they interact and build on one |Provides an analysis of how an author uses and refines the |In the video "The Role of the Theater in Shakespeare’s London," why |

| |another to produce a complex account; provide an objective|meaning of a key term or terms over the course of a text. RI.4 |was theater important to Londoners? What significant role did it |

| |summary of the text. | |occupy in their lives? |

| | |Provides an analysis of an author's choices concerning how to |After watching the video "Heroines in Disguise," explain why boys and|

| |RL.12.4: Determine the meaning of words and phrases as |structure his or her argument. RI.5 |men played female roles during Shakespeare’s time. |

| |they are used in the text, including figurative and | |What does the story presented in "Elizabeth Deals with Her Enemies" |

| |connotative meanings; analyze the impact of specific word |Demonstrates the ability to determine the point or view or |reveal about the attitudes of Elizabeth I? What might it have been |

| |choices on meaning and tone, including words with multiple|purpose in a text. RI.6 |like to be a person living under her rule? |

| |meanings or language that is particularly fresh, engaging,| |Note at least one new or interesting thing revealed in the video |

| |or beautiful. |Provides an analysis of how style and content contribute to the |"Shakespeare's Sources." |

| | |persuasiveness of text. RI.6 |What is uncovered about the beliefs surrounding suicide? |

| |RL.12.5: Analyze how an author's choices concerning how to| |Describe the relationship between the human and spirit world |

| |structure specific parts of a text (e.g., the choice of |Provides an analysis of rhetoric. RI.6 |discussed in "The Ghost of Hamlet." |

| |where to begin or end a story, the choice to provide a | |In Shakespeare's time, who feared witches and why? |

| |comedic or tragic resolution) contribute to its overall |Demonstrates an ability to integrate and evaluate multiple | |

| |structure and meaning as well as its aesthetic impact. |sources of information in order to solve a problem or address a |Week Two |

| | |question. RI. 7 | |

| |RL.12.6: Analyze a case in which grasping a point of view | |Texts: |

| |requires distinguishing what is directly stated in a text | |“Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, |

| |from what is really meant (e.g., satire, sarcasm, irony, | |Phillips and Hunt (1740L) |

| |or understatement). | |“Shakespeare and Modern Culture”, Garber (1300L) |

| | | | |

| |L.12.3.A: Vary syntax for effect, consulting references | |Teacher Actions: (I do, We do) |

| |for guidance as needed; apply an understanding of syntax | |Model for students how to examine text features to gain information |

| |to the study of complex texts when reading. | |about a text |

| | | |Review selection vocabulary. Encourage students to identify their own|

| |RL.12.7. Analyze multiple interpretations of a story, | |Tier 2 vocabulary words |

| |drama, or poem (e.g., recorded or live production of a | | |

| |play or recorded novel or poetry); evaluating how each | |Student Actions: (They do, You do) |

| |version interprets the source text.) | |Students identify challenging vocabulary. Students work together to |

| | | |suggest a meaning (using context) |

| | | |Students annotate text and complete SOAPStone analysis |

| | | |Explore how classical culture influenced Shakespeare’s writing. |

|Regular practice with | | |Explore how modern culture influences how we perceive Shakespeare’s |

|complex text and its | | |writing |

|academic language | | |Students answer Text Dependent Questions: |

| | | | |

| | | |Text 1 (Phillips and Hunt) |

| | | |What was the assumption about Shakespeare’s classical education? |

| | | |(General understanding) |

| | | |What evidence exists regarding Shakespeare’s command of classical |

| | | |language? (Key details) |

| | | |From what texts did Shakespeare borrow? (Key details) |

| | | |What does it mean that Shakespeare was “heavily indebted” to |

| | | |Plutarch? (Vocab and Text Structure) |

| | | |How do the authors of the article come to their conclusions about |

| | | |Shakespeare’s education? (Inferences) |

| | | |What evidence is there that Shakespeare did not use Ovid as a source?|

| | | |(Inferences) |

| | | | |

| | | |Text 2 (Garber) |

| | | |What does it mean that “Shakespeare makes modern culture and modern |

| | | |culture makes Shakespeare”? (Inferences/Opinions, Arguments, and |

| | | |Intertextual Connections) |

| | | |What modern parallel is drawn regarding Lady Macbeth? (Key details) |

| | | |What is the author’s central idea/premise? (Author’s Purpose) |

| | | |What modern connotations regarding the word “Shakespearean” exist |

| | | |today? (Vocab and Text Structure) |

| | | |Why did Emerson believe it was not possible to write Shakespeare’s |

| | | |history until 1850? (Inferences/Key Details) |

| | | |How would you characterize Emerson’s opinion of Shakespeare? |

| | | |(Inferences/Opinions, Arguments, and Intertextual Connections) |

| | | |How has Shakespeare become “embedded” in modern culture? (Vocab and |

| | | |Text Structure/Key Details) |

| | | |What is the danger with Shakespeare’s language becoming a part of |

| | | |modern culture? (Inferences/Opinions, Arguments and Interextual |

| | | |Connections) |

| | | | |

| | | |Week Three |

| | | | |

| | | |During this week, students should conduct independent research on the|

| | | |Elizabethan Era. |

| | | | |

| | | |Model for students how to complete research notes using the source: |

| | | |The Arts in the Elizabethan Age (1400L) |

| | | | |

| | | |Students should choose one of the following research topics: |

| | | |Elizabethan politics – Uncover the political structure, events, |

| | | |situation of London, England and Europe under the rule of Queen |

| | | |Elizabeth I during the 1500-1600’s. You must connect the politics of |

| | | |that time to modern day. |

| | | |The Elizabethan view of the universe (science) – Discover how people |

| | | |in the Elizabethan Era of England, 1500-1600’s, saw the universe. |

| | | |Uncover their ideas in science and the scientists who came up with |

| | | |these ideas. Connect these ideas to modern day. |

| | | |The role of the church and religion – Uncover the importance of the |

| | | |church and religion in the 1500-1600’s in England under Queen |

| | | |Elizabeth I’s rule. Connect the church and religion of that era to |

| | | |modern times. |

| | | |The role of women – What roles did women fill in society in the |

| | | |1500-1600’s of Elizabethan England? The Queen was a woman, but what |

| | | |about the rest of the females? What jobs did they have? What were |

| | | |their rights? Compare and contrast women of that time period with |

| | | |those of today. |

| | | |The social classes – Explore the different levels of social class in |

| | | |the 1500-1600’s of England. Who were the peasants, the commoners, the|

| | | |lower class? Who made up the gentry? Who were the courtiers? Who were|

| | | |the nobility, and, of course, the royalty? What were the rights of |

| | | |each of these different levels? What were their lives like? Connect |

| | | |the social classes of that time to today. |

| | | | |

| | | |Include the following components: |

| | | |Works Cited Page |

| | | |Research Notes and Summary of Research |

| |Language |Tier 3 – Academic Vocabulary |Tier 2 Vocabulary |

| | | |Review word roots and prefixes. |

| |L.12.4: Determine or clarify the meaning of unknown and |allegory |Shakespeare’s contribution to language. |

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

| |reading and content, choosing flexibly from a range of |chiaroscuro |Academe |

| |strategies. |courtier |Beached |

| | |epic |Compromise |

| |L.12.4.C: Consult general and specialized reference |fresco |Dwindle |

| |materials (e.g., dictionaries, glossaries, thesauruses), |iconoclasm |Frugal |

| |both print and digital, to find the pronunciation of a |lute |Impartial |

| |word or determine or clarify its precise meaning, its part|madrigal |Madcap |

| |of speech, its etymology, or its standard usage. |martyr |Monumental |

| | |meter |Obscene |

| |L.12.6: Acquire and use accurately general academic and |monopoly |Besmirch |

| |domain-specific words and phrases, sufficient for reading,|nationalism |Invulnerable |

| |writing, speaking, and listening at the college and career|pageant |Obsequious |

| |readiness level. |patron |hurried |

| | |perspective | |

| | |polyphony | |

| | |progress | |

| | |prose | |

| | |Retinue | |

| | |rhyme scheme | |

| | |romance | |

| | |saint | |

| | |simile | |

| | |stanza | |

| | |symmetrical | |

| | |virginal | |

| | | | |

| |Writing |Written Expression Evidence Statements |Writing Fundamentals |

|Writing | | | |

|to Texts |L.12.1: Demonstrate command of the conventions of standard|Development of Ideas: The student response addresses the prompt |Cite strong and thorough textual evidence |

| |English grammar and usage when writing or speaking. |and provides effective and comprehensive development of the |Select and integrate quotations, details, and examples |

| | |claim, topic and/or narrative elements by using clear and |Use appropriate organizational pattern |

| |W.12.2: Write informative/explanatory texts to examine and|convincing reasoning, details, text-based evidence, and/or |Write strong thesis statements |

| |convey complex ideas, concepts, and information clearly |description; the development is consistently appropriate to the |Plan, draft, revise, edit, and rewrite |

| |and accurately through the effective selection, |task, purpose, and audience. |Use appropriate style and tone for purpose |

| |organization, and analysis of content. | | |

| | |Organization: The student response demonstrates purposeful |Week One |

| |W.12.1: Write arguments to support claims in an analysis |coherence, clarity, and cohesion and includes a strong |Do modern-day writers use characters differently or similarly to |

| |of substantive topics or texts, using valid reasoning and |introduction, conclusion, and a logical, well-executed |Shakespeare? Using one of the short texts studied during the first |

| |relevant and sufficient evidence. |progression of ideas, making it easy to follow the writer’s |quarter, and a Shakespeare play studied in a previous grade, as |

|Reading, writing and | |progression of ideas. |evidence, write a one page argument essay stating your opinion. Be |

|speaking grounded in | |The student response establishes and maintains an effective |sure to provide examples or supporting evidence of your position. In |

|evidence from text, both | |style, while attending to the norms and conventions of the |particular, analyze the comparative impact of each author’s choices |

|literary and informational| |discipline. The response uses precise language consistently, |regarding how the characters are introduced and developed. [RL.3] |

| | |including descriptive words and phrases, sensory details, linking|Based upon the videos and background essay develop one |

| | |and transitional words, words to indicate tone6, and/or |Elizabethan-age character. Students will give their character an |

| | |domain-specific vocabulary. |original name, occupation and background. Students will write a one -|

| | | |two paragraph summary of the character and will present their |

| | |Knowledge of Language and Conventions: The student response |summaries to the class. In a class discussion, students will evaluate|

| | |demonstrates command of the conventions of standard English |each summary on whether the character description draws upon the |

| | |consistent with effectively edited writing. Though there may be a|characteristics of the Elizabethan age. [W3] |

| | |few minor errors in grammar and usage | |

| | | |Week Two |

| | | |Write an objective summary |

| | | |Determine two or more central ideas of one of the articles text and |

| | | |analyze their development over the course of the text, including how |

| | | |they interact and build on one another to provide a complex analysis |

| | | |of Shakespeare’s influence/influences [RI.2] |

| | | |After reading the article by Garber, determine how the word |

| | | |“Shakespearean” is used to further the author’s central idea; analyze|

| | | |how an author uses and refines the meaning of this key term over the |

| | | |course of a text. [RI.4] |

| | | | |

| | | |Week Three |

| | | |Write an objective summary of your research sources [RL.2] |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |L.12.1: Demonstrate command of the conventions of standard|SL. 12.1. Students will be able to effectively participate in |Students will deliver an oral presentation explain how the author |

| |English grammar and usage. |collaborative discussions (we do, they do) Students will be able |develop themes over the course of the work. Also, consider symbols, |

| | |to refer to textual evidence as ideas are exchanged. Students |imagery or other literary elements. |

| |SL.12.1:Initiate and participate effectively in a range of|will be able to question posed ideas and themes when agreeing | |

| |collaborative discussions (one-on-one, in groups, and |and/or disagreeing with text summaries. |Possible Suggestions throughout the quarter: |

| |teacher-led) with diverse partners on grades 11-12 topics,| | |

| |texts, and issues, building on others' ideas and |SL.12.1. Students will be able to evaluate a speaker’s evidence |Students initiate and participate effectively in a range of |

| |expressing their own clearly and persuasively. |and reasoning. |collaborative discussions (one-on-one, in groups, and teacher-led) |

| | | |with diverse partners on grades 9-10 topics, texts, and issues, |

| |SL.12.1.D: Respond thoughtfully to diverse perspectives; |SL.12.3. Students will build speaking and listening skills |building on others’ ideas and expressing their own clearly and |

| |synthesize comments, claims, and evidence made on all |through Accountable Talk toward peer-led Socratic Seminars. |persuasively. |

| |sides of an issue; resolve contradictions when possible; | |Come to discussions prepared, having read and researched material |

| |and determine what additional information or research is | |under study; explicitly draw on that preparation by referring to |

| |required to deepen the investigation or complete the task.| |evidence from texts and other research on the topic or issue to |

| | | |stimulate a thoughtful, well-reasoned exchange of ideas. |

| | | |Work with peers to set rules for collegial discussions and |

| | | |decision-making (e.g., informal consensus, taking votes on key |

| | | |issues, presentation of alternative views), clear goals and |

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

| | | |Propel conversations by posing and responding to questions that |

| | | |relate the current discussion to broader themes or larger ideas; |

| | | |actively incorporate others into the discussion; and clarify, verify,|

| | | |or challenge ideas and conclusions. |

| | | |Respond thoughtfully to diverse perspectives, summarize points of |

| | | |agreement and disagreement, and, when warranted, qualify or justify |

| | | |their own views and understanding and make new connections in light |

| | | |of the evidence and reasoning presented. |

| | | | |

| | | |Accountable talk / Socratic Seminar |

| | | | |

| | | |The "accountable" in Accountable Talk comes from its three |

| | | |dimensions: Accountability to the Learning Community, Accountability |

| | | |to Accurate Knowledge, and Accountability to Rigorous Thinking. |

| | | | |

| | | |The Socratic seminar is a formal discussion, based on a text, in |

| | | |which the leader asks open-ended questions.  Within the context of |

| | | |the discussion, students listen closely to the comments of others, |

| | | |thinking critically for themselves, and articulate their own thoughts|

| | | |and their responses to the thoughts of others.  They learn to work |

| | | |cooperatively and to question intelligently and civilly. |

| | | | |

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|Week 4 |TN Standards |Evidence Statements |CONTENT |

| | | | |

| |W.12.2.B: Develop the topic thoroughly by selecting the |Written Expression Evidence Statements |Outcomes for Writing Workshop |

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

| |concrete details, quotations, or other information and |Development of Ideas: The student response addresses the prompt |Performance Task Writing: After reviewing the selections for this |

| |examples appropriate to the audience's knowledge of the |and provides effective and comprehensive development of the |module, write an informational essay that integrates multiple sources|

| |topic. |claim, topic and/or narrative elements by using clear and |discussing the various influences on Shakespeare’s writing. Include |

| | |convincing reasoning, details, text-based evidence, and/or |at least one additional scholarly resource and be sure to address |

| |W.12.1: Write arguments to support claims in an analysis |description; the development is consistently appropriate to the |both Elizabethan influences and how modern culture influences reader |

| |of substantive topics or texts, using valid reasoning and |task, purpose, and audience. |perception of Shakespeare’s works [R.L.7]. |

| |relevant and sufficient evidence. | | |

| | |Organization: The student response demonstrates purposeful |Students will: |

| |W.12.7: Conduct short as well as more sustained research |coherence, clarity, and cohesion and includes a strong |Cite strong and thorough textual evidence |

| |projects to answer a question (including a self-generated |introduction, conclusion, and a logical, well-executed |Select and integrate quotations, details, and examples |

| |question) or solve a problem; narrow or broaden the |progression of ideas, making it easy to follow the writer’s |Use appropriate organizational pattern |

| |inquiry when appropriate; synthesize multiple sources on |progression of ideas. |Write strong thesis statements |

| |the subject, demonstrating understanding of the subject |The student response establishes and maintains an effective |Plan, draft, revise, edit, and rewrite |

| |under investigation. |style, while attending to the norms and conventions of the |Use appropriate style and tone for purpose |

| | |discipline. The response uses precise language consistently, | |

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

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

| | |domain-specific vocabulary. | |

| | | | |

| | |Knowledge of Language and Conventions: The student response | |

| | |demonstrates command of the conventions of standard English | |

| | |consistent with effectively edited writing. Though there may be a| |

| | |few minor errors in grammar and usage | |

| | | | |

| | | | |

| | | | |

|WIDA Support |WIDA Standards (ELL) |WIDA Standards and Language Development for the ELL |See Unit 2 Resources |

| | | | |

| |English Language Development Standard 1 |The role of vocabulary, in particular, the use of academic |

| |English language learners communicate for Social and |language associated with content-based instruction, has been |-12/Tennessee/Grade12/rad_ur_tn_g12_splash.html |

| |Instructional purposes within the school setting. |documented as critical in the literacy development of second | |

| | |language learners. |Unit Resources for Reading and Vocabulary |

| |English Language Development Standard 2 | | |

| |English language learners communicate information, ideas |In fact, “mastery of academic language is arguably the single |

| |and concepts necessary for academic success in the content|most important determinant of academic success; to be successful |-12/Tennessee/Grade12/rad_ur_tn_g12_splash.html |

| |area of Language Arts. |academically, students need to develop the specialized language | |

| | |of academic discourse that is distinct from conversational |Side by side Vocabulary in English in and in Spanish |

| | |language” (Francis, Rivera, Lesaux, & Rivera, 2006, p.7). | |

| | | |See the Pearson Spanish Resources |

| | |As students progress through levels of proficiency, a change in |

| | |vocabulary usage will be evident. Students will move from |newServiceId=6000&newPageId=10100 |

| | |general language to specific language to specialized or technical| |

| | |language that is required in processing or responding to a task. |

| | | |-12/Tennessee/Grade12/sro_tn_g12_splash.html |

| | |With more deliberate use of vocabulary through word study, ELL | |

| | |students should be working with a variety of sentence lengths of | |

| | |varying linguistic complexity. In doing so, more detail and | |

| | |clarity should be evident. | |

| | | | |

| | |As students move from general usage to more specific language | |

| | |related to the content area, more work with vocabulary may be | |

| | |needed. | |

| | | | |

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| | | | |

|Weeks 5-7 |

|Anchor Text: |

|“Macbeth”, William Shakespeare (NP) (pgs. 322-419) |

| |

|Supporting Texts: |

|Holinshed’s Chronicles (1630L) |

|Connected Readings for Independent Study: Destiny, Freedom, and Responsibility, Chapter 5. On the Human Being and Being Human, Spirkin (1280L); |

|Tragedy and the Common Man, Arthur Miller (1460L) |

| |

|Essential Question: How does Shakespeare unveil “the fall of Man” to his audience? |

|(Be sure to explore both the historical context and religious context that supports analysis of this question.) |

|Performance Task: After reading Macbeth and the connected readings, write an argumentative essay in which you present a rationale for the “fall” of Man. Using specific examples from the readings, and your own research |

|on current or historical events, analyze how Macbeth’s internal flaws are developed in reaction to external forces and how these factors determine how mankind ultimately experiences its “tragic fall.” [RL12.3] |

|Weeks 5-7 | TN Ready Standards |Evidence Statements | Evidence Statements |

| | | | |

| |RL.12.3: Analyze the impact of the author's choices |Writes an objective summary RL. 12.2. |Overview: this module engages students with an extended study of |

| |regarding how to develop and relate elements of a story or| |Shakespeare’s “Macbeth.” Students will use their knowledge of |

|Reading Complex Texts |drama (e.g., where a story is set, how the action is |Provides an analysis of how the structure of the play develops |Shakespeare’s world (from weeks 1-3) to gain a deeper understanding |

| |ordered, how the characters are introduced and developed).|theme and the idea of the hero. RL. 12.3. |of the sinful world (sin being represented here by the witches) |

| | | |Macbeth to which falls victim, as well as the factors that lead to |

| |RL.12.4: Determine the meaning of words and phrases as |Provides an analysis of how each character is introduced and |his tragic downfall. |

| |they are used in the text, including figurative and |developed. RL12.3. | |

| |connotative meanings; analyze the impact of specific word | |Guiding Question(s): What factors contribute to Man’s “fall”? |

| |choices on meaning and tone, including words with multiple|Provides an analysis of impact of the author's choices regarding | |

| |meanings or language that is particularly fresh, engaging,|how to develop and relate elements of a text with specific |*Assign students the connected readings for independent study/reading|

| |or beautiful. (Include Shakespeare as well as other |reference where a story is set RL. 12.3. |as appropriate. Ask students to annotate and create their own Text |

| |authors.) | |Dependent Questions in preparation for in-class discussion. |

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

| |RI.12.1: Cite strong and thorough textual evidence to |and connotative words and phrases as they are used in a text. RL.|Additional Resource: |

| |support analysis of what the text says explicitly as well |12.4. |Listen to the Play |

| |as inferences drawn from the text, including determining | | |

| |where the text leaves matters uncertain. |Provides an analysis of the impact of specific word choice on |Week One: Act 1 Macbeth |

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

| |RI.12.5: Analyze and evaluate the effectiveness of the |RL.12.4. |Teacher Actions (I do, We do) |

| |structure an author uses in his or her exposition or | |Provide students with an introduction to Shakespeare: Historical |

| |argument. |Provides a statement two or more themes or central ideas of a |Background to Macbeth |

| | |text and analyze their development over the course of the text, |Model for students how to analyze Shakespearean language. Include a |

| |RI.12.6: Determine an author's point of view or purpose in|including how they interact and build on one another to produce a|mini lesson on pre-fixes and suffixes (for word understanding). |

| |a text in which the rhetoric is particularly effective, |complex account. Supports claims with evidence from text. RL. |Teachers might also include study of Shakespearean sonnets (29, 30) |

| |analyzing how style and content contribute to the power, |12.2. |to help students grapple more concretely with complex language. |

| |persuasiveness or beauty of the text. | |Review the following with students: |

| | | | |

| |RL.12.2: Determine two or more themes or central ideas of | |Understanding author’s purpose: evaluate the author’s purpose and |

| |a text and analyze their development over the course of | |perspective using text features, language, and details. |

| |the text, including how they interact and build on one | |Setting: analysis of how setting creates mood and foreshadowing |

| |another to produce a complex account; provide an objective| |Figurative Language: identifying metaphor, simile, paradox, |

| |summary of the text. | |personification, pathetic fallacy etc. in the text and how this |

| | | |reveals theme and character. |

| |RL.12.5: Analyze how an author's choices concerning how to| |Logical Fallacies: identifying logical fallacies (EX. Red herring, |

| |structure specific parts of a text (e.g., the choice of | |equivocation, begging the question, attacking the character, hasty |

| |where to begin or end a story, the choice to provide a | |generalization, false dichotomy etc.) and their effectiveness in |

| |comedic or tragic resolution) contribute to its overall | |persuading Macbeth to kill. |

| |structure and meaning as well as its aesthetic impact. | | |

| | | |Student Actions (They do, You do) |

| |RL.12.6: Analyze a case in which grasping a point of view | |Setting: analyze the significance of the setting in create mood and |

| |requires distinguishing what is directly stated in a text | |foreshadowing the events to come. |

| |from what is really meant (e.g., satire, sarcasm, irony, | |Figurative Language in Act 1, Scene 7: analyze the significance of |

| |or understatement). | |figurative language in Macbeth’s “If it were done” soliloquy (chart) |

| | | |Logical Fallacies: identify and evaluate the significance of logical |

| | | |fallacies used by Lady Macbeth in Act1, Scene 7. |

| | | |Students answer text dependent questions |

| | | |What statements do the witches and Macbeth make about “foul and |

| | | |fair”? (Key details) |

| | | |Describe Banquo’s and Macbeth’s reaction to the witches? (Vocabulary |

| | | |and Text Structure) |

| | | |In his soliloquy against killing Duncan what arguments does Macbeth |

| | | |pose? (Author’s Craft and Purpose) |

| | | |Which of these arguments seem to influence him the most? (Explain. |

| | | |Opinion / Arguments) |

| | | |What is Lady Macbeth’s opinion of her husband’s character? |

| | | |(Inferences and Opinions/Arguments) |

| | | | |

| | | |Selections for Close Reading: |

| | | |Act 1 Scene 7: Line 30-end |

| | | |Why do you think that Macbeth chooses not to say “murder”? (Key |

| | | |Details) |

| | | |What three reasons does Macbeth list for not killing Duncan? (Key |

| | | |details) |

| | | |What does Macbeth decide in lines 31-35? Why does he decide this? |

| | | |Cite evidence from earlier in the scene to support your claim (key |

| | | |details) |

| | | |What attitude does Lady Macbeth show in lines 35-45? How do you know?|

| | | |(Inferences/Vocabulary and Text Structure) |

| | | |Why do you think she uses so many questions? (Inferences/Vocabulary |

| | | |and Text Structure) |

| | | |What evidence is there that Lady Macbeth has rejected the gentle |

| | | |virtue of female empathy? (Vocabulary and Text Structure) |

| | | |There are several references to alchemy- “fume”, “receipt”, “limbec”.|

| | | |Why is this ironic? (Vocabulary and Text Structure) |

| | | |What does Lady Macbeth’s assertion that she would have dashed her |

| | | |baby’s brains out tell us about her character? What was her purpose |

| | | |in including this red herring fallacy? (Vocabulary and Text |

| | | |Structure/Author’s Purpose) |

| | | |Which of Lady Macbeth’s arguments is most effective in persuading |

| | | |Macbeth to commit murder? Cite evidence to support your claim. |

| | | |(Author’s Purpose) |

| | | |The final line of the scene is “False Face must hide what a false |

| | | |heart doth know.” Explain what this means. What emerging theme does |

| | | |this reflect? What earlier lines does this reflect? (Author’s |

| | | |Purpose) |

| | | | |

| | | |Selections of Holinshed’s Chronicles for Comparison: |

| | | |Read page 268 of the Chronicles. Compare Shakespeare’s presentation |

| | | |of the witches with that of the “nymphs” in the Chronicles. |

| | | |Consider: what might Shakespeare’s purpose be in presenting the |

| | | |witches this way (consider the nature of tragedy). Predict how the |

| | | |witches will factor in to Macbeth’s tragic fall. |

| | | | |

| | | | |

|Regular practice with | | | |

|complex text and its | | |Week 2- Acts 2 and 3: Macbeth |

|academic language | | | |

| | | |Teacher Actions (I do, We do) |

| | | |Continue to model annotation of text |

| | | |Engage students with content vocabulary |

| | | |Model fluency and encourage independent reading |

| | | |Engage students in prediction |

| | | |Symbolism: review symbols and motifs in the play and how they reveal |

| | | |character and theme (bell, knocking, blood, water, nature, dagger |

| | | |etc.) |

| | | |Theme: identify key themes in the play (at least two) and how they |

| | | |develop over the course of the text. Ex. Fair is Foul and Foul is |

| | | |fair/Too much power or ambition has the potential to corrupt |

| | | | |

| | | | |

| | | |Student Actions (They do, You do) |

| | | |Analyze symbolism in Act 2 of the play (chart or map) and how this |

| | | |reveals/connects to theme and character |

| | | |Review Critical Commentary: Knocking at the Gate |

| | | |Answer Text Dependent Questions |

| | | |Describe Macbeth’s and Lady Macbeth’s reaction to the murder just |

| | | |after it is committed. (Key details) |

| | | |Compare and contrast their actions to the deed. (Vocabulary and Text|

| | | |Structure) |

| | | |What kind of gate does the porter imagine he is tending? (Author’s |

| | | |Craft and Purpose) |

| | | |What two strange occurrences are reported in this act? (Key details)|

| | | |What questions does Ross ask that indicates he doubts the grooms |

| | | |committed the murder. (Inference) |

| | | |Is political assassination ever justifiable. Opinions / Arguments |

| | | |What does Macbeth think as he anticipates the murder of Banquo? |

| | | |(Key Details.) |

| | | |In the banquet scene, what complaint does Macbeth make about the |

| | | |murdered men? (Key Details) |

| | | |What is the turning point in this plot? (Text (Structure) What does |

| | | |this tell us about the overall meaning of the text? Is this a play |

| | | |about murder or something else? (Inferences) |

| | | | |

| | | |Close Reading Selection: Act 2, Scene 2: Line 30 |

| | | |Why is Macbeth‘s request for a blessing ironic? (Opinions, Arguments,|

| | | |intertextual Connections) |

| | | |What advice does Lady Macbeth offer? (General Understanding) |

| | | |Which metaphors convey the innocent aspect of sleep and which is an |

| | | |exception? (Vocabulary and text structure) |

| | | |What effect, relating to Elizabethan values surrounding the divine |

| | | |right of Kings, do these metaphors create? (Inferences) |

| | | |How does Macbeth deviate from their plan? Why does Macbeth refuse to |

| | | |return to the king? (Key details) |

| | | |Identify the pun in line 55. What does it convey? (Vocabulary and |

| | | |Text Structure) |

| | | |Identify an example of hyperbole from lines 59-61 and explain what it|

| | | |emphasizes. (Vocabulary and Text Structure/Author’s Purpose) |

| | | |How does the imagery related to blood and water in Macbeth‘s lines |

| | | |contrast with those of Lady Macbeth? (Text Structure) |

| | | |Which theme is reinforced in lines 69-71? (Inferences) |

| | | |Why does the scene end with an exaggeration? What does this tell us |

| | | |about his state of mind? (Inferences) |

| | | | |

| | | |Selections of Holinshed’s Chronicles for Comparison: |

| | | |Read page 235, 264, 265, and 269 of the Chronicles |

| | | |Compare and Contrast the presentation of the King. With reference to |

| | | |both texts, consider the following questions: What dramatic and |

| | | |thematic purpose does presenting Duncan’s goodness serve? How does |

| | | |this effectively build audience perception of Macbeth and his |

| | | |actions? Why is Duncan’s murder so significant in light of |

| | | |information regarding the divine right of Kings? What does this tell |

| | | |us about the role of hubris in Macbeth’s tragedy? |

| | | | |

| | | |Week 3-Acts 4 and 5: Macbeth |

| | | | |

| | | |Teacher Actions (I do, We do) |

| | | |Review and teach Characterization: identify the things that bring |

| | | |Macbeth down. Analyze also Lady Macbeth, Malcolm, Macduff, and |

| | | |Banquo. |

| | | |Teach a mini lesson on Elements of Tragedy: a tragedy where the |

| | | |principal character (usually someone of high birth) falls as the |

| | | |result of their own actions. The hero exhibits a tragic flaw (usually|

| | | |hubris) and is someone for whom we generally feel sympathy. Reference|

| | | |Aristotle’s marks of tragedy (unity of action, unity of time, unity |

| | | |of place). |

| | | |Draw the Plot: identify structure of the play including rising |

| | | |action, climax (seeing Banquo’s ghost) and turning points. |

| | | | |

| | | |Student Actions (They do, You do) |

| | | |Examine Characterization: identify the things that bring Macbeth |

| | | |down: witches, Lady Macbeth, his own hubris, etc. |

| | | |Tragedy |

| | | |Plot: draw a plot diagram. |

| | | |Review the role of the witches |

| | | |Answer Text Dependent questions |

| | | |What are the predictions made by the apparitions? (General |

| | | |Understanding) |

| | | |How does Macbeth test Macduff? (Key details) |

| | | |How do images of sickness in this Act relate to the conflict between |

| | | |Macbeth and Malcolm? (Vocabulary and Text Structure) |

| | | |What does the doctor see in the sleep-walking scene? (Key Details) |

| | | |How have Macbeth and Lady Macbeth reversed roles by the end of the |

| | | |play? (Author’s Craft and Purpose) |

| | | |What does Macbeth say when he hears of the death of Lady Macbeth? |

| | | |(Key Details) |

| | | |What does Macbeth’s reaction reveal about their relationship and his |

| | | |state of mind? (Inferences) |

| | | |Could a play like this be written about an ordinary person in today’s|

| | | |world? (Opinions / Arguments) |

| | | | |

| | | | |

| | | |Selection for close reading: Act 5. Scene 5 |

| | | |Provide an example of personification from lines 1-7 and describe |

| | | |what it emphasizes about the realities of battle during this time |

| | | |period. (Vocabulary and Text Structure) |

| | | |Describe the imagery contained in Macbeth‘s reaction to the noise. |

| | | |What does this tell us about the development of his character? |

| | | |(Vocabulary and Text Structure) |

| | | |What theme do these food images suggest? (Inferences( |

| | | |How does Macbeth react at first to the news of his wife‘s death? (Key|

| | | |Details). How does this contribute to his sense of fatalism? |

| | | |(Inferences) |

| | | |Identify the metaphors Macbeth uses to describe life, and explain |

| | | |what they show about his emotional state. (Inferences/Vocab and Text |

| | | |Structure) |

| | | |How does line 35 underscore Macbeth’s belief in the witches? What |

| | | |might this suggest about what is to come? (Inferences) |

| | | | |

| |Vocabulary |Vocabulary |Tier 2 Vocabulary |

| | | | |

| |L.12.4: Determine or clarify the meaning of unknown and |Word Analysis: Greek root –chron- |Acts 1-5 |

| |multiple-meaning words and phrases based on grades 11-12 |The word chronicle contains the Greek root – chron - , meaning | |

| |reading and content, choosing flexibly from a range of |“time””. This root is important in words relating to history. |Valor, Treason, Imperial, Surmise, Sovereign, Augment, Palpable, |

| |strategies. |Keeping in mind the meaning of –chron - , define the following: |Stealthy, Multitudinous, Equivocate, Predominance, Indissoluble, |

| | |1. chronology |Dauntless, Predominant, Infirmity, Malevolence, Pernicious, |

| | |2.chronicler |Judicious, Sundry, Intemperance, Avarice, Credulous, Perturbation, |

| | |3.chronological |Recoil, Antidote, Pristine, Clamorous, Harbinger, Vulnerable. |

| | |4.chronometer | |

| | | | |

| | |The word stature, meaning height in standing, comes from the | |

| | |Latin root, ‘stat’, which means to stand. Over time the word | |

| | |stature has taken on a meaning other than its original one, and | |

| | |can refer to a person’s prominence in society. Use the meaning | |

| | |of the root “stat” to give definition to the following: | |

| | | | |

| | |1. statue | |

| | |2. stationary | |

| | |3. institute | |

| | |4. constitution | |

| | |5. status | |

| | | | |

| | |Concord comes from the Latin word, concordia, meaning | |

| | |“agreement.” The Latin root cord means heart. People or things | |

| | |in concord mean of the same heart. | |

| | | | |

| | |Tier 3 Words | |

| | |Analogy | |

| | |Metaphors | |

| | |Parable | |

| | |Narratives | |

| | |Summarizing | |

| | |Elizabethan Drama | |

| | |Tragedies | |

| | |Soliloquy | |

| | |Fallacy (false dichotomy, begging the question, hasty | |

| | |generalization, red herring, equivocation) | |

| | |Conflict | |

| | |1. External | |

| | |2. Internal | |

| | |Monarchy | |

| | |Infer | |

| | |Cause-and-Effect Relationships | |

| | |Primary Sources | |

|Writing to Texts |Writing |Written Expression Evidence Statements |Writing Fundamentals |

| | | | |

| |L.12.1: Demonstrate command of the conventions of standard|Development of Ideas: The student response addresses the prompt |Cite strong and thorough textual evidence |

| |English grammar and usage when writing or speaking. |and provides effective and comprehensive development of the |Select and integrate quotations, details, and examples |

| | |claim, topic and/or narrative elements by using clear and |Use appropriate organizational pattern |

| |W.12.2: Write informative/explanatory texts to examine and|convincing reasoning, details, text-based evidence, and/or |Write strong thesis statements |

| |convey complex ideas, concepts, and information clearly |description; the development is consistently appropriate to the |Plan, draft, revise, edit, and rewrite |

| |and accurately through the effective selection, |task, purpose, and audience. |Use appropriate style and tone for purpose |

| |organization, and analysis of content. | | |

| | |Organization: The student response demonstrates purposeful |Act 1 Macbeth: Analyzing Setting, language, and conflict. |

| |W.12.1: Write arguments to support claims in an analysis |coherence, clarity, and cohesion and includes a strong |Routine Narrative Writing: R.A.F.T: Imagine that you are Lady |

| |of substantive topics or texts, using valid reasoning and |introduction, conclusion, and a logical, well-executed |Macbeth. Write a letter back to your husband. [W.3] |

| |relevant and sufficient evidence. |progression of ideas, making it easy to follow the writer’s |Routine Analysis Writing: how does Shakespeare use language and tone |

| | |progression of ideas. |to reveal the comparative inner struggles of Macbeth and Lady |

| | |The student response establishes and maintains an effective |Macbeth? [RL.4] |

| | |style, while attending to the norms and conventions of the |Act 2 Macbeth: Analyzing language and symbolism |

| | |discipline. The response uses precise language consistently, |Routine Analysis Writing: of Macbeth’s “Is this a dagger” soliloquy: |

| | |including descriptive words and phrases, sensory details, linking|How does Shakespeare use language, details, and tone to reveal |

| | |and transitional words, words to indicate tone6, and/or |Macbeth’s state of mind? [RL.4] |

| | |domain-specific vocabulary. |Routine Analysis Writing: Read DeQuincey’s essay (pg356) and write |

| | | |an essay agreeing or disagreeing with the interpretation of the |

| | |Knowledge of Language and Conventions: The student response |“Knocking at the Gate.” [W.1.] |

| | |demonstrates command of the conventions of standard English |Routine Analysis Writing: how does the scene with the Porter create |

| | |consistent with effectively edited writing. Though there may be a|comic relief? What is the significance of this? Analyze how the |

| | |few minor errors in grammar and usage |author’s choices concerning how to structure specific parts of this |

| | | |Act, create this comic relief. [W.2] [RL.5] |

| | | |Act 3 Macbeth and Act 4 Macbeth |

| | | |Narrative Writing: Write a soliloquy [W.3] |

| | | |Routine Analysis Writing. Read Johnston’s essay (p399). According to |

| | | |Johnston, is Macbeth among Shakespeare’s more admirable tragic |

| | | |heroes? Explain. [W.2] |

| | | | |

| | | |Act 5 Macbeth |

| | | |Analysis Writing: In an analytic essay, evaluate Greenblatt’s |

| | | |commentary that Macbeth is tempted enough by the “lure” to ignore the|

| | | |consequences. Analyze the impact of the author’s choices regarding |

| | | |how to develop Macbeth’s character. Do you agree that Macbeth dreads |

|Reading, writing and | | |earthly consequences of his actions more than he dreads the fate of |

|speaking grounded in | | |his soul? Or is the opposite true? Cite specific examples from the |

|evidence from text, both | | |text [RL.4] |

|literary and informational| | |Analysis Writing: Archetypal images of banishment from an ideal world|

| | | |also known as the archetype of the “fall” often appear in tragedies. |

| | | |Write an essay analyzing Shakespeare’s use of such images in Macbeth.|

| | | |Identify the ideal world from which the characters are expelled, as |

| | | |well as the causes of this banishment. Analyze how Shakespeare’s |

| | | |choices concerning how to structure specific parts of a text relating|

| | | |to key turning points, the overall climax, and resolution of the |

| | | |conflict contributes to its overall structure and meaning as well as |

| | | |its aesthetic impact, and Trace this descent into evil by means of |

| | | |Shakespeare’s language. Cite examples from the text to support your |

| | | |claims. [RL.12.5] |

| |Speaking and Listening | Speaking and Listening |Speaking and Listening |

| | | | |

| |L.12.1: Demonstrate command of the conventions of standard| | |

| |English grammar and usage. |SL. 12.1. Students will be able to effectively participate in |Students will deliver an oral presentation explain how the author |

| | |collaborative discussions (we do, they do) Students will be able |develop themes over the course of the work. Also, consider symbols, |

| |SL.12.1:Initiate and participate effectively in a range of|to refer to textual evidence as ideas are exchanged. Students |imagery or other literary elements. |

| |collaborative discussions (one-on-one, in groups, and |will be able to question posed ideas and themes when agreeing | |

| |teacher-led) with diverse partners on grades 11-12 topics,|and/or disagreeing with text summaries. |Possible Suggestions throughout the quarter: |

| |texts, and issues, building on others' ideas and | | |

| |expressing their own clearly and persuasively. |SL.12.1. Students will be able to evaluate a speaker’s evidence |Students initiate and participate effectively in a range of |

| | |and reasoning. |collaborative discussions (one-on-one, in groups, and teacher-led) |

| |SL.12.1.D: Respond thoughtfully to diverse perspectives; | |with diverse partners on grades 9-10 topics, texts, and issues, |

| |synthesize comments, claims, and evidence made on all |SL.12.3. Students will build speaking and listening skills |building on others’ ideas and expressing their own clearly and |

| |sides of an issue; resolve contradictions when possible; |through Accountable Talk toward peer-led Socratic Seminars. |persuasively. |

| |and determine what additional information or research is | |Come to discussions prepared, having read and researched material |

| |required to deepen the investigation or complete the task.| |under study; explicitly draw on that preparation by referring to |

| | | |evidence from texts and other research on the topic or issue to |

| | | |stimulate a thoughtful, well-reasoned exchange of ideas. |

| | | |Work with peers to set rules for collegial discussions and |

| | | |decision-making (e.g., informal consensus, taking votes on key |

| | | |issues, presentation of alternative views), clear goals and |

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

| | | |Propel conversations by posing and responding to questions that |

| | | |relate the current discussion to broader themes or larger ideas; |

| | | |actively incorporate others into the discussion; and clarify, verify,|

| | | |or challenge ideas and conclusions. |

| | | |Respond thoughtfully to diverse perspectives, summarize points of |

| | | |agreement and disagreement, and, when warranted, qualify or justify |

| | | |their own views and understanding and make new connections in light |

| | | |of the evidence and reasoning presented. |

| | | | |

| | | |Accountable talk / Socratic Seminar |

| | | | |

| | | |The "accountable" in Accountable Talk comes from its three |

| | | |dimensions: Accountability to the Learning Community, Accountability |

| | | |to Accurate Knowledge, and Accountability to Rigorous Thinking. |

| | | | |

| | | |Assign students the connected readings for independent study/reading |

| | | |as appropriate. Ask students to annotate and create their own Text |

| | | |Dependent Questions in preparation for in-class discussion. |

| | | | |

| | | | |

| | | |The Socratic seminar is a formal discussion, based on a text, in |

| | | |which the leader asks open-ended questions.  Within the context of |

| | | |the discussion, students listen closely to the comments of others, |

| | | |thinking critically for themselves, and articulate their own thoughts|

| | | |and their responses to the thoughts of others.  They learn to work |

| | | |cooperatively and to question intelligently and civilly. |

| | | | |

| | | |Analyze Multiple Interpretations |

| | | |View two or more productions of the play. Then in small groups |

| | | |discuss and compare the interpretations you viewed. Consider: |

| | | |Did the characters in each version match the characters you imagined |

| | | |while reading? Were the portrayals effective? |

| | | |Describe and evaluate the use of each of the production techniques |

| | | |Did the production depart from Shakespeare’s text by introducing, |

| | | |updating, or omitting elements? Evaluate each change. |

| | | |Students prepare responses to a selection of final discussion |

| | | |questions. These are discussed in class using “Accountable Talk”. |

|Week 8 |STANDARDS |EVIDENCE STATEMENTS |CONTENT |

| | | | |

| |W.12.2.B: Develop the topic thoroughly by selecting the |Written Expression Evidence Statements |Outcomes for Writing Workshop |

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

| |concrete details, quotations, or other information and |Development of Ideas: The student response addresses the prompt |Performance Task Writing: After reading Macbeth and the connected |

| |examples appropriate to the audience's knowledge of the |and provides effective and comprehensive development of the |readings write an argumentative essay in which you present a |

| |topic. |claim, topic and/or narrative elements by using clear and |rationale for the “fall” of Man. Using specific examples from the |

| | |convincing reasoning, details, text-based evidence, and/or |readings, and your own research on current or historical events, |

| |W.12.1: Write arguments to support claims in an analysis |description; the development is consistently appropriate to the |analyze how Macbeth’s internal flaws are developed in reaction to |

| |of substantive topics or texts, using valid reasoning and |task, purpose, and audience. |external forces and how these factors determine how mankind |

| |relevant and sufficient evidence. | |ultimately experiences its “tragic fall.” [RL12.3] |

| | |Organization: The student response demonstrates purposeful | |

| |W.12.7: Conduct short as well as more sustained research |coherence, clarity, and cohesion and includes a strong |Cite strong and thorough textual evidence |

| |projects to answer a question (including a self-generated |introduction, conclusion, and a logical, well-executed |Select and integrate quotations, details, and examples |

| |question) or solve a problem; narrow or broaden the |progression of ideas, making it easy to follow the writer’s |Use appropriate organizational pattern |

| |inquiry when appropriate; synthesize multiple sources on |progression of ideas. |Write strong thesis statements |

| |the subject, demonstrating understanding of the subject |The student response establishes and maintains an effective |Plan, draft, revise, edit, and rewrite |

| |under investigation. |style, while attending to the norms and conventions of the |Use appropriate style and tone for purpose |

| | |discipline. The response uses precise language consistently, | |

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

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

| | |domain-specific vocabulary. | |

| | | | |

| | |Knowledge of Language and Conventions: The student response | |

| | |demonstrates command of the conventions of standard English | |

| | |consistent with effectively edited writing. Though there may be a| |

| | |few minor errors in grammar and usage | |

|Week 9 | | | |

|Comprehensive Assessment |Complete a mini-research study on the perceptions of witches in the Elizabethan era. Include this site from the British Library Then prepare a multimedia report that synthesizes your research |

| |findings and makes an assertion about the role of Witchcraft in society. Cite evidence from the play, Holinshed’s Chronicles, and other sources as appropriate. You may wish to include a |

| |comparison with American perceptions of Witches (in Salem, Mass.) as part of your report. |

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